Decolonising Curricula and Pedagogy in Higher Education - Bringing Decolonial Theory into Contact with Teaching Practice

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 ac