Decolonising Classroom Management and Its Political Hegemony in Universities

Abstract

This theoretical opinion paper responds to the existing colonial hegemony in university classrooms. The study is underpinned by decoloniality with objectives to conceptualise decoloniality as a theoretical lens for classroom management and to present the assumptions of decoloniality as an effective classroom management system in universities. The study is located within a transformative worldview, and the argument was analysed using conceptual analysis as a tool to make sense of the argument deductively. The study argued that knowledge production through dialogue, advocating for the weaker voices in the classroom, and challenging power structures are dimensions needed to decolonise classroom management in the university system. The study concludes with the need to promote an atmosphere that encourages discussion, provides opportunities for underrepresented groups to take centre stage, and facilitates bravery from its members towards oppressive systems within the classroom.

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