Abstract This article, dedicated to the memory of the late Poet Laureate of South Africa and patron of the South African Poetry Project (ZAPP), Professor Keorapetse Kgositsile, situates itself within Kgositsile's struggle for cultural liberation through the arts and education. It is also located within the current South African project of decolonising the curriculum. The call to decolonise existing educational curricula—to transform colonial curricula through processes of indigenisation—is ubiquitous and strident. As a response to the contemporary call from students, educators, and theorists—more than twenty years after South Africa's liberation from apartheid—this article seeks to interrogate how one might decolonise the poetry curriculum within the discipline of English literature. As researchers of English studies, we have chosen to investigate poetry, Kgositsile's favoured genre. Our choice is informed by poetry's status as a capacious genre that stretches the boundaries of both language and knowledge. This article considers what it might mean to decolonise the poetry curriculum in terms of its selection of texts, although we acknowledge that pedagogic and assessment practices also have important roles to play in processes of educational decolonisation. We introduce decoloniality and indigeneity as concepts and analyse excerpts of current South African poetry in English in terms of these. Our aim is to open a space for discussion around the complex, sensitive issues involved in shaping a decolonised poetry curriculum.

中文翻译：

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生活档案与南非诗歌再造计划

摘要 这篇文章是为了纪念已故的南非桂冠诗人和南非诗歌项目 (ZAPP) 的赞助人 Keorapetse Kgositsile 教授，将其置于 Kgositsile 通过艺术和教育争取文化解放的斗争中。它也位于当前的南非非殖民化课程项目中。对现有教育课程进行非殖民化的呼吁——通过本土化进程改变殖民课程——无处不在，而且很尖锐。作为对当代学生、教育工作者和理论家的呼声的回应——南非从种族隔离制度中解放二十多年后——这篇文章试图探讨人们如何在英国文学学科中将诗歌课程非殖民化。作为英语研究的研究者，我们选择研究诗歌，Kgositsile 最喜欢的体裁。我们的选择是基于诗歌作为一种扩展语言和知识边界的广阔体裁的地位。本文考虑了诗歌课程在文本选择方面的非殖民化可能意味着什么，尽管我们承认教学法和评估实践在教育非殖民化过程中也发挥着重要作用。我们将非殖民性和土著性作为概念引入，并据此分析当前南非英语诗歌的节选。我们的目标是为围绕塑造非殖民化诗歌课程所涉及的复杂、敏感问题开辟一个讨论空间。作为一种广阔的体裁，它的地位延伸了语言和知识的界限。本文考虑了诗歌课程在文本选择方面的非殖民化可能意味着什么，尽管我们承认教学法和评估实践在教育非殖民化过程中也发挥着重要作用。我们将非殖民性和土著性作为概念引入，并据此分析当前南非英语诗歌的节选。我们的目标是为围绕塑造非殖民化诗歌课程所涉及的复杂、敏感问题开辟一个讨论空间。作为一种广阔的体裁，它的地位延伸了语言和知识的界限。本文考虑了诗歌课程在文本选择方面的非殖民化可能意味着什么，尽管我们承认教学法和评估实践在教育非殖民化过程中也发挥着重要作用。我们将非殖民性和土著性作为概念引入，并据此分析当前南非英语诗歌的节选。我们的目标是为围绕塑造非殖民化诗歌课程所涉及的复杂、敏感问题开辟一个讨论空间。尽管我们承认教学和评估实践在教育非殖民化进程中也发挥着重要作用。我们将非殖民性和土著性作为概念引入，并据此分析当前南非英语诗歌的节选。我们的目标是为围绕塑造非殖民化诗歌课程所涉及的复杂、敏感问题开辟一个讨论空间。尽管我们承认教学和评估实践在教育非殖民化进程中也发挥着重要作用。我们将非殖民性和土著性作为概念引入，并据此分析当前南非英语诗歌的节选。我们的目标是为围绕塑造非殖民化诗歌课程所涉及的复杂、敏感问题开辟一个讨论空间。