Despite ongoing social and political resistance and organisational inertia, decolonising in higher education is gaining traction.
Awareness of the racialised inequalities in higher education – rooted in empire-building – is growing. And in many of these spaces for change, grassroots moves to change colonial practices are steadily progressing.
Decolonising is often associated with the curriculum, but this is only a starting point. Diversifying and recentring our course materials has little impact if our internal cultures remain malevolent towards certain groups.
Decolonising doctorates, for example, relate as much to who gets to study for one, who supervises them (and how), and what their underpinning logics and outcomes are, as the research content.
