Protest movements such as the #MustFall currently dominate the South African higher education landscape. This article focuses on such protest movements, paying particular attention to protests against gender-based violations at some universities, commonly referred to as #RapeMustFall, as an exemplar of the gender injustices and inequities that persist. We argue that debates and policies about gender-based violations at universities cannot and should not be overshadowed by deficient grand narratives informed by patriarchy, colonialism and capitalism. To frame this argument, we critically review the current status quo from a gender mainstreaming policy-making perspective. We then argue the merits of an ethical perspective to transformation in higher education. Critical transformation in higher education requires not only epistemological change and access, but should be a fundamentally ethical pursuit.

There is no denying the importance and increased significance of interest in decolonisation in education and the wider social sciences. This article aims to bring a continuing contribution to an evolving and important discussion. The methodology of this work allows a range of academics from different cultural contexts to voice their decolonising proclamations. The authors of the article are a combination of White, Black, Asian and mixed-race academic researchers in higher education who have come together to proclaim their viewpoints. They draw upon their research and apply professional practice in relation to differing aspects of generally decolonising education and specifically decolonising curricula. As a group, we believe that the notion of decolonising applies to all sections of education – not only to primary schools, but also to nurseries, secondary schools, colleges and universities. We hope this article will encourage more research, advocacy and action within education and interdisciplinary contexts into the complexity of decolonising the curriculum.

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