The curriculum is still colonised as students cannot relate to the curriculum. The call for decolonisation was based on recognition of student struggles in higher education with regards to racism created by the political education they were exposed to. This paper aims at exploring the perceptions of staff on decolonising the curriculum in higher education. A qualitative research approach using the interview method was adopted for this study. 5 selected participants form the sample size of this study. The collected data was analysed through thematic analysis. The general finding, however, indicate that the respondents share the same sentiments that a decolonized curriculum gives students a chance to embrace their embedded indigenous knowledge. Other findings emanating from the study are that culture and the use of different languages play a vital role in ensuring that decolonisation is implemented in higher education. One of the recommendations is that higher education institutions must ensure meaningful engagements and debates continue to take place within universities on the decolonisation of the curriculum. Added to this, it is recommended that universities must provide resources that allow and support such engagements. In order to decolonise teaching and learning practices, it is also recommended that universities consider embedding African experiences at the centre of pedagogy and rethink the manner in which teaching is conducted, which might have a positive impact on student learning experiences.

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