Possibilities and Complexities of Decolonising Higher Education

Aneta Hayes is Senior Lecturer in Education at Keele University, UK and Executive Editor for Teaching in Higher Education. Her research interests include critical studies of internationalisation (including decolonisation), teaching excellence and global education developments, including glocalised perspectives. Kathy Luckett is Emeritus Professor in the Centre for Higher Education Development at the University of Cape Town and Executive Editor for Teaching in Higher Education. Her research interests include the sociology of knowledge and curriculum studies in the Humanities, focusing on Africana, decolonial and postcolonial studies; and access, equity and multilingualism in higher education. Greg William Misiaszek is Associate Professor at Beijing Normal University’s (BNU) Faculty of Education and an Associate Director of the Paulo Freire Institute, UCLA. His work focuses on critical, Freirean environmental pedagogies (e.g., ecopedagogy) through theories of globalizations, citizenships, decoloniality, race, gender, Southern/Indigenous issues, linguistics, and postdigitalism, among other critical lenses.

1. Introduction 2. Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation 3. From silence to ‘strategic advancement’: institutional responses to ‘decolonising’ in higher education in England 4. Approaching global education development with a decolonial lens: teachers’ reflections 5. Refusal as affective and pedagogical practice in higher education decolonization: a modest proposal 6. Understanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university 7. ‘Pillars of the colonial institution are like a knowledge prison’: the significance of decolonizing knowledge and pedagogical practice for Pacific early career academics in higher education 8. Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective 9. Disrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university 10. Indigenizing Engineering education in Canada: critically considered 11. Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university 12. A Calle decolonial hack: Afro-Latin theorizing of Philadelphia’s spaces of learning and resistance 13. Distilling pedagogies of critical water studies 14. Decolonising while white: confronting race in a South African classroom 15. Navigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal 16. Four ‘moments’ of intercultural encountering