Transformative Pedagogy as a Decolonised Teaching Philosophy

Observations and experiences confirm that most university instructors lecturers have migrated from traditional teaching, but many teaching styles are not transformative. That is, classrooms still within "teach go" without concerted consideration to the future products of classroom stakeholders. This study examined transformative pedagogy as a philosophy increases critical epistemology towards students' transformation. theoretical paper adopted theory decoloniality, located world view designed with conceptual analysis means interpret assumptions transformation in classroom. The argued collaborative knowledge construction enhances professional trust between lecturer students, encouraging freedom could be regarded social academic support for students Therefore, concludes laced humanity, collectivism, grouping, unity purpose generating is decolonised philosophy. study, therefore, recommends construction, relationships, classroom, dimensions pedagogy, should practised by and/or instructors.
 
 Received: 4 January 2022 / Accepted: 5 March Published: May