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Decolonising the University
In 2015, students at the University of Cape Town demanded the removal of a statue of Cecil Rhodes, the imperialist, racist business magnate, from their campus. The battle cry '#RhodesMustFall' sparked an international movement calling for the decolonisation of the world's universities.
Today, as this movement grows, how will it radically transform the terms upon which universities exist? In this book, students, activists and scholars discuss the possibilities and the pitfalls of doing decolonial work in the home of the coloniser, in the heart of the establishment. Subverting curricula, enforcing diversity, and destroying old boundaries, this is a radical call for a new era of education.
Offering resources for students and academics to challenge and resist coloniality inside and outside the classroom, Decolonising the University provides the tools for radical pedagogical, disciplinary and institutional change.
Today, as this movement grows, how will it radically transform the terms upon which universities exist? In this book, students, activists and scholars discuss the possibilities and the pitfalls of doing decolonial work in the home of the coloniser, in the heart of the establishment. Subverting curricula, enforcing diversity, and destroying old boundaries, this is a radical call for a new era of education.
Offering resources for students and academics to challenge and resist coloniality inside and outside the classroom, Decolonising the University provides the tools for radical pedagogical, disciplinary and institutional change.
265 pages, Kindle Edition
Published August 20, 2018
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Displaying 1 - 20 of 20 reviews
August 29, 2020
Great book for anyone in academia who cares about social justice. This essay collection argues that we need to move from diversity to decolonization. These writers make intelligent, compelling cases for why we should engage in more serious activism that gets to the root of injustice within academia, instead of advocating for surface level reform. I appreciated reading this book as someone within academia, given that I have observed faculty of color who will enact the same white supremacist, patriarchal ways of treating their students – instead of only advocating for more representation, we should go beyond that to dismantle the origins of injustice in the first place.
Some great points in these essays include: the importance of dismantling Eurocentrism and racism, advocating for Indigenous ways of knowing and transferring knowledge such as storytelling, and combatting how the West has accumulated power through devaluing scholarship from the East. I feel like perhaps several of us kinda take the university for granted and do not question its origins, its purpose, and if it should function the way it does. This book challenges predominant ideals of the university and urges us to advocate for radical change. A solid starting point and I am looking forward to reading more books on this topic. For a more comprehensive and thorough review of this book, I’d recommend reading what Malcolm has to say.
Some great points in these essays include: the importance of dismantling Eurocentrism and racism, advocating for Indigenous ways of knowing and transferring knowledge such as storytelling, and combatting how the West has accumulated power through devaluing scholarship from the East. I feel like perhaps several of us kinda take the university for granted and do not question its origins, its purpose, and if it should function the way it does. This book challenges predominant ideals of the university and urges us to advocate for radical change. A solid starting point and I am looking forward to reading more books on this topic. For a more comprehensive and thorough review of this book, I’d recommend reading what Malcolm has to say.
October 9, 2018
For decades there have been struggles to critique and recast the power of The University; we’ve seen it in the Workers’ Education Movement from the late 19th century, in developments such as Black Studies, Women’s Studies and other liberatory curriculum and pedagogic developments, but something special has been happening in the last 5 years or so. Building on anti-colonial struggles and the powerful critique of colonial/modernity emerging from Latin American scholars and activists in the last 20 years, a new voice has begun to emerge about the elite mechanisms of global knowledge production; given profile by activists at the University of Cape Town and subsequently Oxford University, the ‘Rhodes Must Fall’ movement, focussed on the symbols of continuing imperial power the notion of decolonising the university has gained traction.
This book is a significant contribution to that traction both in the way it synthesises the struggles and issues into a ‘state of the play’ analysis and in the way it outlines programme(s) of action and pathways for action. Built around three themes – the historical and disciplinary contexts of decolonisation, decolonising initiatives at institutional levels and conceptual and political reflections on decoloniality in higher education – the book includes conceptual analyses and activist orientations, outlining and framing the issues while also proposing things that could be done about them. It includes powerful critiques of the limitations of diversity as doing little more than repopulating the existing regime of power with different people, whereas decolonisation requires profound and fundamental changes and a root and branch level, as well as explorations of the ways that the neo-liberal university sustains existing hierarchies while undermining collective resistance.
I particularly welcomed critiques of some of the takens-for-granted of existing academic activism, such as Pat Lockey’s exploration of the limitations of Open Access publishing and William Jamal Richardson’s deployment of the notion of undone science as scholarship that fails to secure support not because it is poorly presented but because the regime of power fails to recognise its legitimacy given its basis in social movements and the excluded. I was inspired by the Asylum University project and cross-border activism in Nijmegen and appreciated the discussion of academics moving outside their/our comfort zones. More than this, I am gratified by the efforts of writers to work in a decolonial manner – the international, cross-generation co-authorship of ‘Decolonising Philosophy’ and Shauneen Pete’s dialogue with coyote in her trickster unpacking of academic practice.
Crucially, across the 13 essays we get a clear sense of where these writers think from and of the local variability of decolonisation, including the respectful critique of Eve Tuck and Wayne Yang’s potent ‘Decolonization is not a metaphor’ paper, complicating their case in order to strengthen its political drive. Understandably, there is a strong focus on curriculum and pedagogy (I really like Carol Azumah Dennis’ pedagogy of multiplicity and co-presence) – this is focussed on educational institutions after all – but also on the political economy and structures of higher education (such as Kehinde Andrews’ notion of colonising the masters’ house).
Each of us will almost certainly take something different from this collection, and I am sure that as I revisit parts of it I’ll see them differently, developing new insights and wondering where those old ones went to. It is in places demanding, as it should be – these are big issues with big stakes. One of my formative books as a young activist was Alexander Cockburn & Robin Blackburn’s 1969 collection Student Power building on the struggles of 1968 and providing a theoretical and conceptual frame that worked for me over a decade later: this feels as if it might have that kind of longevity and impact.
This fabulous collection is essential for anyone looking to grasp the current decolonial moment and even more so for those active in the movement.
This book is a significant contribution to that traction both in the way it synthesises the struggles and issues into a ‘state of the play’ analysis and in the way it outlines programme(s) of action and pathways for action. Built around three themes – the historical and disciplinary contexts of decolonisation, decolonising initiatives at institutional levels and conceptual and political reflections on decoloniality in higher education – the book includes conceptual analyses and activist orientations, outlining and framing the issues while also proposing things that could be done about them. It includes powerful critiques of the limitations of diversity as doing little more than repopulating the existing regime of power with different people, whereas decolonisation requires profound and fundamental changes and a root and branch level, as well as explorations of the ways that the neo-liberal university sustains existing hierarchies while undermining collective resistance.
I particularly welcomed critiques of some of the takens-for-granted of existing academic activism, such as Pat Lockey’s exploration of the limitations of Open Access publishing and William Jamal Richardson’s deployment of the notion of undone science as scholarship that fails to secure support not because it is poorly presented but because the regime of power fails to recognise its legitimacy given its basis in social movements and the excluded. I was inspired by the Asylum University project and cross-border activism in Nijmegen and appreciated the discussion of academics moving outside their/our comfort zones. More than this, I am gratified by the efforts of writers to work in a decolonial manner – the international, cross-generation co-authorship of ‘Decolonising Philosophy’ and Shauneen Pete’s dialogue with coyote in her trickster unpacking of academic practice.
Crucially, across the 13 essays we get a clear sense of where these writers think from and of the local variability of decolonisation, including the respectful critique of Eve Tuck and Wayne Yang’s potent ‘Decolonization is not a metaphor’ paper, complicating their case in order to strengthen its political drive. Understandably, there is a strong focus on curriculum and pedagogy (I really like Carol Azumah Dennis’ pedagogy of multiplicity and co-presence) – this is focussed on educational institutions after all – but also on the political economy and structures of higher education (such as Kehinde Andrews’ notion of colonising the masters’ house).
Each of us will almost certainly take something different from this collection, and I am sure that as I revisit parts of it I’ll see them differently, developing new insights and wondering where those old ones went to. It is in places demanding, as it should be – these are big issues with big stakes. One of my formative books as a young activist was Alexander Cockburn & Robin Blackburn’s 1969 collection Student Power building on the struggles of 1968 and providing a theoretical and conceptual frame that worked for me over a decade later: this feels as if it might have that kind of longevity and impact.
This fabulous collection is essential for anyone looking to grasp the current decolonial moment and even more so for those active in the movement.
July 22, 2022
Decolonising the University is an incredibly educational collection of essays from different perspectives that gave me insights I will hopefully never lose. Some chapters were more accessible than others (especially the coyote one - my favourite) but overall I think this was a really strong collection I'd recommend to anyone in academia!
June 15, 2020
What does 'openness' mean in the context of education? Why is Indigenous thought studied in anthropology rather than philosophy? What knowledges do we value, and why? This collection of essays asks some very important questions, and has some incredibly valuable discussions that I urge anyone in university to read.
There is some great information about Rhodes Must Fall, the dangers of the 'ummarked' scholar, and the vital distinction between diversifying education and decolonising it. I've learned about storytelling as a decolonising strategy, about the uniqueness of the Black Studies degree at Birmingham City University, about the loss of undone science, and about the power of the Asylum University in Nijmegen.
Ultimately, there is a strong message that it's not just what our universities are teaching, but how we teach. Read this to feel more able to work towards an education system that aims to create knowledge for the good of all people. I'll certainly be referring back to these essays for some time.
There is some great information about Rhodes Must Fall, the dangers of the 'ummarked' scholar, and the vital distinction between diversifying education and decolonising it. I've learned about storytelling as a decolonising strategy, about the uniqueness of the Black Studies degree at Birmingham City University, about the loss of undone science, and about the power of the Asylum University in Nijmegen.
Ultimately, there is a strong message that it's not just what our universities are teaching, but how we teach. Read this to feel more able to work towards an education system that aims to create knowledge for the good of all people. I'll certainly be referring back to these essays for some time.
November 5, 2021
super książka o tym dlaczego w dekolonializacji i wyrównywaniu nierówności na uczelniach wyższych ważne są działania systemowe, a nie tylko powierzchowne akcje PR-owe
April 24, 2021
Initially I struggled, especially with the opening. I think it's useful to have some background knowledge of the topic; I threw myself in at the deep end. The language is advanced and not easily accessible. I needed to concentrate on it.
My favourite part of the book was the middle section, focusing on the initiatives being applied to universities today. I was fascinated to learn the steps people are taking. I feel a lot of conversations around this subject are just about the issues, so it's refreshing to read about solutions.
A particular chapter of note was 'Meschahckanis, a Coyote Narrative' - a really unique way of reflecting on the topic of decolonisation through the use of storytelling. It was much easier to understand and learn from as well as suggesting lots of useful ways to start working at decolonisation.
Some key points I picked up on:
➡️ From the Rhodes must fall essay, decolonising cannot just be about the individual welfare of each student. It must be about the sphere of influence of the university and how the issues of a white cirriculum is impacting the world outside of the institution.
➡️ This role cannot be undertaken by single persons within the department, it must be a role undertaken by all academics, despite the uncomfortable nature of it.
I would really recommend this book, especially for any student studying or having studied at university. I will admit, I didn't read every essay. There were some that I didn't have enough contextual knowledge for, such as the one relating to the philosophy discipline. But even if you only read one or two of these essays, they still are really beneficial.
My favourite part of the book was the middle section, focusing on the initiatives being applied to universities today. I was fascinated to learn the steps people are taking. I feel a lot of conversations around this subject are just about the issues, so it's refreshing to read about solutions.
A particular chapter of note was 'Meschahckanis, a Coyote Narrative' - a really unique way of reflecting on the topic of decolonisation through the use of storytelling. It was much easier to understand and learn from as well as suggesting lots of useful ways to start working at decolonisation.
Some key points I picked up on:
➡️ From the Rhodes must fall essay, decolonising cannot just be about the individual welfare of each student. It must be about the sphere of influence of the university and how the issues of a white cirriculum is impacting the world outside of the institution.
➡️ This role cannot be undertaken by single persons within the department, it must be a role undertaken by all academics, despite the uncomfortable nature of it.
I would really recommend this book, especially for any student studying or having studied at university. I will admit, I didn't read every essay. There were some that I didn't have enough contextual knowledge for, such as the one relating to the philosophy discipline. But even if you only read one or two of these essays, they still are really beneficial.
June 23, 2024
really important read (although building on basics) of concepts such as decolonization and decolonisation, end to settler colonialism, to imperalism, to capitalism, and the list continues…
let’s remember:
‘True decolonization is more than simply replacing Indigenous or previously colonized people into the positions held by colonizers. Decolonization includes the revaluation of political, social, economic, and judicial structures themselves, and the development, if appropriate, of new structures which can hold and house the values and aspirations of the colonized people’
‘Neoliberal discourses of ‘inclusion’ are comfortable for members of the dominant group because it allows them to retain a belief in ‘settler innocence’, a narrative that often begins with ‘that all happened a long time ago…’ and continues with ‘but i wasn’t involved, so why do I have to pay for the injustices of the past?’ These ‘moves to innocence… problematically attempt to reconcile settler guilt and shifts the onus of responsibility onto the backs of the Indigenous peoples’
let’s remember:
‘True decolonization is more than simply replacing Indigenous or previously colonized people into the positions held by colonizers. Decolonization includes the revaluation of political, social, economic, and judicial structures themselves, and the development, if appropriate, of new structures which can hold and house the values and aspirations of the colonized people’
‘Neoliberal discourses of ‘inclusion’ are comfortable for members of the dominant group because it allows them to retain a belief in ‘settler innocence’, a narrative that often begins with ‘that all happened a long time ago…’ and continues with ‘but i wasn’t involved, so why do I have to pay for the injustices of the past?’ These ‘moves to innocence… problematically attempt to reconcile settler guilt and shifts the onus of responsibility onto the backs of the Indigenous peoples’
October 3, 2025
Some big winners (Race and the Neoliberal University, Asylum University and Undone Science) but also a couple hard passes which were so unnecessarily dense and /academic/ that I dnf
a bit disappointed with how inaccessible a lot of the writing is and I still don't understand why the focus of uni-based activism is so heavily on social sciences and leave stem unmentioned
I'd recommend the 3 essays mentioned earlier but I'd probs just suggest 'The University & Social Justice' as it's way easier on the eyes but no less pressing
a bit disappointed with how inaccessible a lot of the writing is and I still don't understand why the focus of uni-based activism is so heavily on social sciences and leave stem unmentioned
I'd recommend the 3 essays mentioned earlier but I'd probs just suggest 'The University & Social Justice' as it's way easier on the eyes but no less pressing
December 12, 2021
A dense, challenging collection of essays from academics on what it might mean to 'decolonise the university'. There are so many great points made in this book, and so many different angles from which the topic is approached. I love that Decolonising the University includes some concrete suggestions for action, as well as such rich theoretical work.
The bibliographies for these essays could keep me going for months.
The bibliographies for these essays could keep me going for months.
January 12, 2024
Very general points made about decolonising university and where to start. Nothing super specific/detailed. A good start for anyone interested in decolonisation and the variety of authors for each chapter makes it refreshing to read.
March 14, 2025
Re-read after teaching recently - still an important collection with both vital overarching critiques and on the ground applicable approaches. Should be compulsory for academics, informs both praxis and pedagogy.
July 5, 2020
Liked some chapters a lot, some a little. good perspectives but wish the academic speak was more often toned down like in the Coyote chapter!
July 31, 2020
A superb collection of essays that seek to disturb the status quo of Higher education. Full of cutting analysis of the colonialised state of education, but also contains practical solutions.
September 20, 2020
Must be read to understand what is happening...
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January 7, 2021Have dipped into for work.
May 16, 2021
A nice primer for better understanding decolonisation within higher education. This is a collection of short essays covering a wide range of issues from various perspectives across the globe.
March 1, 2023
A terrific collection of articles highlighting the colonial nature of universities and what to about it.
August 31, 2024
non-fiction about the university system across the world and ways in which several universities are tackling decolonising their curriculum or structure. it was very academic and there were certainly sections which were a little lost on me. i think this also would have been more beneficial to read while I was still in the university system. nonetheless, the structure of the text - each chapter covering different institutions by different academics - helped the accessibility of the text. overall i would recommend this for anyone at university interested in decolonisation but would warn that the text could be more accessible.
Read
December 30, 2018really great collection of essays, good pairing with Rhodes Must Fall
Displaying 1 - 20 of 20 reviews