In the aftermath of the 2015-2016 student protests on South African university campuses, many universities are struggling with how to respond to the demands put forward by students to end epistemic violence and decolonise curriculum. The discourse on decolonizing the curriculum Is strong and loud, and the question concerning whar knowledge is most worth as well as whose knowledge is of most worth is highly relevant. A challenge that remains in the debate around responding to these demands concerns the fact that the call to decolonize curriculum is incredibly diverse, and seldom founded on similar concepts and ideologies when addressed by different people or groups. New lines of thinking is needed. This paper gives a background to the protests in 2015-2016 and a presentation of various discourses from the South African context of claiming decolonizing of education.