Motivations for learning German in the South African context with Stellenbosch as case study An investigation into knowledge production and the decolonising of the curriculum

This paper aims to identify tendencies in the motivations for learning German as a foreign language in South Africa, and the implicated power structures of these tendencies. In the context of South African language politics, particular attention is paid to knowledge production and the discourse around decolonising the curriculum. The findings of a case study are presented to support theoretical findings on the subject, which focuses on high schools in Stellenbosch and the German division of Stellenbosch University.