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.

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.

Rethinking Political Thinkers explores a uniquely diverse set of political thinkers, from traditionally canonical theorists such as Plato, Aristotle, Machiavelli, Hobbes, Locke, and Mill, to marginalized women and thinkers of colour, such as hooks, Du Bois, Butler, Fanon, Firestone, Said, and Goldman. Placing traditional thinkers alongside and in conversation with neglected and unheard voices opens up important debates, and presents political thought in a new light. Each thinker is examined within the contexts of patriarchy, white supremacy, and imperialism, and the relations and structures of race, gender, and class which different theories have reflected, defended, or challenged. The text is organized thematically, rather than simply chronologically, in order to explore central ideas such as social contract theory and its critics, freedom and revolution, the liberal self and black consciousness, colonial domination, and the environment. In each chapter students are encouraged to think through ideas in relation to their everyday experiences, and to understand that political thought occurs in many formats, so that they develop a more inclusive, intercultural, and critical awareness of the development of social and political thought. Original and timely, Rethinking Political Thinkers is designed to support the study of a decolonised political theory curriculum, revitalising political thought as a practice that belongs to us all. The online student resources include links to relevant videos, articles, blogs, and useful websites, which help students further develop their research interests. Additionally, detailed thinker biographies provide further social, political, and cultural context for each theorist covered in the text.