This book brings together voices from the Global South and Global
North to think through what it means, in practice, to decolonise
contemporary higher education. Occasionally, a theoretical concept
arises in academic debate that cuts across individual disciplines.
Such concepts – which may well have already been in use and
debated for some time - become suddenly newly and increasingly
important at a particular historical juncture. Right now, debates
around decolonisation are on the rise globally, as we become
increasingly aware that many of the old power imbalances brought
into play by colonialism have not gone away in the present. The
authors in this volume bring theories of decoloniality into
conversation with the structural, cultural, institutional,
relational and personal logics of curriculum, pedagogy and teaching
practice. What is enabled, in practice, when academics set out to
decolonize their teaching spaces? What commonalities and
differences are there where academics set out to do so in
universities across disparate political and geographical spaces?
This book explores what is at stake when decolonial work is taken
from the level of theory into actual practice. The chapters in this
book were originally published as a special issue of Third World
Thematics.
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