The English Language Limits Me! Connecting Third Space to Curriculum Transformation in a South African University, Expanding Epistemological Landscapes?

Many studies were conducted on conventional colonial heritage; however, less attention examines the developing concept of curriculum decolonisation in South African universities. This paper advocates for a hybrid literacy between traditional conceptions academic and instruction students’ sociohistorical lives, affluent affluent. I discuss illustrate hegemony English high-learning institutions post-apartheid mainstream education system. Alongside my previous work language field, interrogate impasse policy high schools. is an ethnographic study congruent with interpretivism paradigm, employing semi-structured interview data collection. The third space supports it as theoretical framework. It affords provision guidance classroom autonomous learning modes balance, where new knowledge heightened, allowing voices. response to 2015-2016 student protests university campuses, several perplexed how respond demands students end violent against western disciplinary norms that devalue non-centre practices themes. Biliteracy translingualism are empathised concepts ownership culture, its territorialisation, challenging contrast ‘native’ ‘non-native’ speakers connection particular nation-state.