Abstract

The transformation of higher education in post-apartheid South Africa requires the decolonisation of language pedagogies and leadership capable of driving this shift. Many universities still rely on Eurocentric language models that marginalise indigenous languages and reinforce epistemic injustices. This study examines the influence of transformative leadership on the adoption of decolonized language pedagogies in higher education institutions in Limpopo Province, South Africa. Using a critical interpretivist paradigm and qualitative case study design, data were collected through semi-structured interviews and document analysis. Participants included 18 purposefully selected university language lecturers and academic leaders from public universities in the province. Thematic analysis guided data interpretation, while trustworthiness was ensured through the evaluation of credibility, transferability, dependability, and confirmability. Ethical considerations included obtaining informed consent, ensuring voluntary participation, maintaining confidentiality, and obtaining ethical clearance. Findings suggest that transformative leadership is crucial for overcoming institutional resistance and promoting inclusive language policies. However, the implementation of declonised pedagogies is often hindered by insufficient institutional support and the absence of clear strategic plans. The study recommends that universities develop explicit policies that integrate indigenous languages into teaching and learning and introduce leadership development programs that equip academic leaders to champion decolonised approaches. Overall, the study confirms that transformative leadership serves as a catalyst for meaningful pedagogical change in South African higher education.

Keywords: Transformative leadership, Decolonisation, Language pedagogy, Higher education, Indigenous languages