Decolonizing Arts Curricula in Higher Education

The study proposes a decolonial imperative to challenge existing knowledge structures within higher education arts curricula. This involves dismantling power imbalances that privilege certain forms of knowledge over others.

A key aspect of this disruption is the de-centering of the Eurocentric arts canon. This aims to move away from a singular, dominant perspective in art education, creating space for diverse artistic traditions.

The study emphasizes the need to legitimize subjugated indigenous art epistemologies. This involves recognizing and integrating the knowledge systems and artistic practices of indigenous cultures into the curriculum.

The process of decolonizing arts curricula should be guided by progressive Sankofarism strategies. This framework encourages looking back to reclaim valuable knowledge and traditions from the past to build a more inclusive future.