There are many good studies/critiques on this topic, of which I am sure you are aware.  My favorite is Linda Tuhiwai Smith's book Decolonizing Methodologies. Works like that along with theoretical and applied positioning of multivocality are a good start to decolonizing universities. Understanding how layered this topic is (to refer back to the comment by Abdelhak Mansouri) becomes part of the ongoing process of recognizing privilege and how that intersects with institutions.  In the US, where I am, getting students to understand privilege can be difficult to say the least, but getting institutions to admit that they are based on a system of privilege is worse.  Further, getting institutions to admit it and then to actually change - as opposed to adopting and then co-opting language of decolonization without doing the business of change - is the real crux of the problem.  I'm not sure anyone has a clear answer on how to motivate systemic change when it clearly undermines an institution in its current form, but getting to the point where the institution's members are cognizant of it's (and probably their) privilege is a good way to begin.  

Dear Ms Moyra Keane,

 In my opinion, the right decolonization of the curriculum, is re-writing the curriculum and expelling them from the Colonial Experience. Actually, transforming the curriculum into your country, taking into account your culture, history, and consciousness. Movements to Self-Determination.

I hope I have been of some help.

Best regards,

Andrija

 In my field (design), this is a very active debate at the moment. For me, it mainly comes down to seeking out marginalised voices and listening to them. Hence, I'll limit myself to pointing to some twitter handles (I see you have an account yourself, even though it's not actively used): @decoldesign, @dori_danthro, @luizaprado, @tristanschulz, @digitalafrican 

It is always true to say that history is within people's daily life and often it helps them overcome real problems and manage many critical situations but when it comes to education it is imperative that it should globally be adapted to the  people's values, principles and  traditions ,take into consideration their realities , and facilitate to the society to move towards the happy future for all through reinforcing the country global citizenship. History is there but it shouldn't not be turned into a nuisance to anyone,

There are many good studies/critiques on this topic, of which I am sure you are aware.  My favorite is Linda Tuhiwai Smith's book Decolonizing Methodologies. Works like that along with theoretical and applied positioning of multivocality are a good start to decolonizing universities. Understanding how layered this topic is (to refer back to the comment by Abdelhak Mansouri) becomes part of the ongoing process of recognizing privilege and how that intersects with institutions.  In the US, where I am, getting students to understand privilege can be difficult to say the least, but getting institutions to admit that they are based on a system of privilege is worse.  Further, getting institutions to admit it and then to actually change - as opposed to adopting and then co-opting language of decolonization without doing the business of change - is the real crux of the problem.  I'm not sure anyone has a clear answer on how to motivate systemic change when it clearly undermines an institution in its current form, but getting to the point where the institution's members are cognizant of it's (and probably their) privilege is a good way to begin.  

The situation of the southern Philippines (where I lived and worked with an NGO for nearly twenty years) offered a complicated scenario to your question. First of all, their was "conquest" (actually, intermarriage) of Muslim sultanate vassals with the indigenous 'indio' populations of that large southern island. Later, there was the arrival of the Spanish, with a similar conquistador mentality used throughout South America. Finally, the Americans came after winning the Spanish-American War at the eve of the 20th century. Many of the larger people groups consider themselves 'Muslim' (because of the benign intermarrying in the past). Now, they have to deal with pressure from US-led ideals that Manila-based governors impose upon them. Hence, the fighting and bloodshed there of the last 40-50 years.

It has been shown that formal education has a very deep influence on the minds of people.  Decolonizing a curriculum is a good goal.  From the curriculum would be removed any assumptions of high valuation to colonize and control other, mostly weaker peoples, in order to exploit human and natural resources for the benefit of the strong colonizer.  No matter how long a people remain colonized it should never be presented in the curriculum as 'natural'.   Even if we are talking about the United States or Israel.