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This conceptual article explores self-directed localized open educational practices for a decolonized South African higher education curriculum. From the historical context, language demography and especially due to student protests regarding the curriculum the need for a decolonized South African curriculum is evident. In this article, an overview is presented about the context-specific issues in relation to decolonization and language. It is proposed that in order to move towards a decolonized South African curriculum, there should be a self-directed learning approach to open educational practices which would involve carefully planned and supported localization efforts. This process also implies acknowledging both internal and external localization as done in a structured or even student-driven manner. Furthermore, localization means drawing on translations study theories pertaining to specifically dynamic equivalence. This approach would require increasingly accommodating languages other than English in the higher education context and as such language attitude planning efforts are needed. Finally, open educational practices would require an open ongoing process which provides agency to South African teachers and students to use the language of their choice to engage with content applicable and relevant to their contexts. In addition, this would imply including indigenous knowledge in order to address the needs of a decolonized curriculum. In conclusion, this article presents some practical recommendations towards self-directed localized open educational practices for a decolonized South African higher education curriculum.
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