The #RhodesMustFall movement has parked the debates around decolonization of higher education institution in South Africa. In terms of curriculum decolonization urges for a change in our teaching practices and in the material we teach. This paper interrogates into the conceptual framings of decolonization and conceptualizes the #RhodesMustFall movement. Using decolonization as a theory this paper further interpreters what participants at Rhodes University understandings on what it means to decolonize the curriculum. The findings of this paper include revising the material to make it more inclusive to African scholars and the South African context. In particular addressing the historical implications of education policies such as Bantu Education, to Outcome-Based Education(OBE), further Curriculum 2005, Curriculum Assessment Policy Statements (CAPS), and current Further Education and Training (FET) policy designs that have swept post-apartheid South African education system.
Keywords: Decolonization; #RhodesMustFall