Decolonising or Localising Higher Education in the Global South?: Historical Perspective of Transforming Education under the South-North Collaboration in Gulu University

Abstract

Abstract
This chapter contributes to the debate on decolonising versus localising higher education in the global south. Transformation of education in the global south is a contested discourse. It opens to new possibilities in the north-south-south collaboration in the production, ownership and use of knowledge in higher education. The Building Stronger Universities project at Gulu University has been implementing the PBL innovative pedagogy to transform education by engaging with technology and new ways of community engagement. It is aimed at a more localised, blended and creative way of teaching, learning, research, and how knowledge is produced and disseminated in higher education institutions. This chapter suggests new and more creative ways of teaching, learning and research for decolonizing and localizing education, envisioning a strategy that considers local needs, values and use in a local context of knowledge production. The humanities and social sciences continue to thrive on colonial structures, raising concern of their relevance, and calling for transforming education. Therefore, localising and contextualising higher education within the local needs and solutions is considered a strategy to decolonise education.