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Abstract

This article presents the results of an interpretive case study of three lecturers teaching English at a South African University. The purpose of the study was to explore the lecturers' strategies to decolonize the curriculum succinctly. Purposive, with convenient sampling, identified the three most available lecturers. An emailed reflective activity, one-on-one semi-structured interviews, and document analysis were consulted for data generation. Inductive and deductive processes were used to ensure guided analysis of the generated data. The article argues that universities are not doing enough to help lecturers to have relevant strategies to decolonize the curriculum, particularly the English curriculum. This study revealed that the University environment allowed the lecturers to be left without any option other than the frequent use of verbal and habitual strategies in decolonizing the curriculum. Yet, they would prefer the option of using written strategies. As a result, the study copiously recommends that English lecturers use all three levels of strategies (written, verbal and habitual) to decolonize the university curriculum.

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