Apartheid political and socio-economic discrimination and inequalities of class, race and gender continue to shape South African higher education. Since independence in 1994, calls for decolonisation of the curriculum in higher education institution have gained momentum and prominence. Progressives, students and academics view curriculum decolonisation as the only move that would ensure that the curriculum reflects diverse realities of South African communities. Decolonisation exposes the protracted ills of colonisation and generates strategies that could be used to undo their long-standing effects. The study was conducted to explore the prospects and challenges of decolonising the curriculum. Freire’s critical consciousness theory guided the study. This theory was used alongside the black consciousness theory. Data was gathered through an analysis of already existing information on decolonisation of the curriculum. Such an analysis focused on articles, published conference proceedings, books, dissertation, theses, policy documents and other legal documents. Benchmarks were made with other countries in Africa and beyond that have successfully decolonised their higher education curricular. A comprehensive analysis and juxtaposition of studies and legal documents in South Africa, Africa and beyond made it possible to generate strategies that can be used to effectively decolonise the curriculum in higher education in South Africa.