Decolonising legal education: A reflective journey from expert blindness to transformative teaching in South African higher education

Abstract

This reflective essay traces the personal and professional transformation of a law lecturer navigating the shift from traditional, Eurocentric legal teaching to a decolonised, student-centered approach in South African higher education. Drawing on insights from the Learning and Teaching in Higher Education (LTHE) programme, the author critically examines challenges encountered in integrating decolonial theory, reflexivity, and authenticity into curriculum design, pedagogy, and assessment. By situating legal education within broader calls for epistemic justice and institutional transformation, the essay highlights the tensions between established doctrinal teaching and the imperative to co-create critical, socially engaged learning environments. Ultimately, this narrative underscores the potential of reflective practice to catalyse both personal growth and systemic change in pursuit of a more inclusive, context-responsive legal education.