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As the events across South African campuses in 2015 and 2016 have shown, if there are any meaningful insights into quality and transformation, lessons could be learned from conceptions of madness. The intention is to examine curriculum transformation in South Africa and whether there are lessons to be drawn from other post-colonial environments' experiences. In order to interrogate curriculum transformation, a shared understanding of the purpose of higher education especially in relation to itsdoi:10.20853/33-3-3106 fatcat:ngvtjk6iyfgbbnjpsilyr2e77i