Demand for a curriculum that addresses climate justice and sustainability is at an all-time high.
Indeed, commitments to promoting sustainable development across disciplines can be found on most campuses.
The overwhelming focus on sustainable development has perhaps dislodged and overshadowed vitally important work on decolonisation, which has struggled to achieve the same level of sustained engagement across the higher education sector.
However, on a thematic level, the expansive and highly interpretive nature of sustainable development, may offer new opportunities to reinvigorate efforts to decolonise the curriculum.
