Decolonization is a globally relevant redress of local customs and practices that have remained altered since the times of historic colonial expansion. In South Africa, education forms one such set of customs and practices and the built environment another. Educators in the field of built environments share a responsibility to challenge the accepted norms under colonial systems and find ways in which to facilitate the creation of built environments that reflect the needs and aspirations of their society. Seepe (2004, pp. 160-174) urges us to rethink curriculum functioning, and attitude in the context of African traditions, conscientiously instilling relevance in both the system and the resulting products of that system. ‘In our curricula lies the very identity of our society.