Australian Indigenous education policies are formed in settler colonial systems that are structured by institutional racism. Gumbaynggirr academic Lilly Brown (2019) argues that Australian 'education was incorporated into Indigenous policy as a justification for dispossession' (p. 67) throughout the 20th century. In recent times, First Nations…

We are one Indigenous and three settler academics struggling with the question of what decolonizing means for us in our educational practices at three universities, located in different parts of the territory called Canada and Turtle Island. Drawn to the idea of Decoding the Disciplines as a process for this work, we found ourselves critiquing…

The Philippine educational system and its core curriculum is oriented toward the formation of the modern, autonomous, rational subject, particularly one that will fit into the contemporary global market and production system. Through this system, Filipinos are deepening the colonization of their rationalities and subjectivities by imposing a…

As we re-imagine the role and value of the university, we need to pose new questions about knowledge and institutionality at a moment of intersecting crises. This essay presents a case study of a university in Western Canada, one shaped by the impacts of intensive extraction from human and more-than-human beings and now facing the challenge of…

This article considers the critical theory of the Frankfurt School in the context of decolonisation and asks whether it can have continuing relevance given its foundations in white, western traditions which bear the hallmarks of colonialism. Despite critical theory, particularly in its early radical figurations, situating itself as an alternative…

This pioneering study investigates the transformative shift in the nature of education during the Neolithic revolution, utilising Göbekli Tepe's role as an archaic open school that attested to this change. This exploration is underpinned by the premise that "if education is a process of acculturation, its origins must be sought in the…

In this article we explore pláticas as a method of refusal for educational practice that embodies a type of Indigenous cosmopolitics that undergird communities we come from. Such an understanding of pláticas generates working towards praxis informed by a refusal that avoids recognition by the university, much like we learn through pláticas the…

This conceptual paper explores the intersecting domains of epistemology, decoloniality, and power dynamics in university education. It scrutinises the hegemonic prevalence of Western knowledge systems and the resultant epistemic exclusion and marginalisation of alternative and indigenous knowledge paradigms within academic environments. Digging…

In this commentary, I consider several theoretical and methodological aspects of Nadaraji Govender and Edson Mudzamiri's study. The commentary starts with an examination of the purpose for making physics understandable to learners of indigenous background and decolonization of school physics in Govender and Mudzamiri. Next, I offer an alternative…

This article addresses the application of matauranga Maori (Maori knowledge) to Classical Studies in light of the NCEA Change Programme (and the 2023 coalition government's changes to that programme). I focus on the (now-dormant) first 'Big Idea', which originally proposed that some classical terms or concepts might be optimally explained through…

Indigenous communities are reshaping higher education governance structures worldwide. Guided by Indigenous knowledges, this paper introduces a new theoretical approach to examining institutional change that centers around decolonization and focuses on returning control, building capacity, and connecting to land. The document analysis covered…

Agroecology is recognised as a socio-political and agricultural praxis and as a scientific domain. However, the dominant anthropocentric narrative that views nature as an exploitable resource is still present in agriculture faculties. In this contribution, we use three avenues to advance the possibilities of linking two counter-hegemonic forces to…

In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine,…

This article calls for a fundamental reconstitution of the South African university curriculum through a contrapuntal lens that centres epistemic justice. Drawing on Edward Said's concepts of worldliness and contrapuntal reading, it argues that dominant knowledge systems must be brought into critical and sustained dialogue with the subjugated…

This article investigates how critical pedagogy might broaden its purview and cultivate a more symbiotic relationship between formal education and life-long learning through a 'counter-critical pedagogy'. By reconsidering central tenets of Paulo Freire's "Pedagogy of the Oppressed" through the lens of Bernard E. Harcourt's provocation…