Towards a Decolonised Future for Higher Education

Abstract

It has now been a decade since the 2015 Rhodes Must Fall campaigns began and the phrase ‘Decolonising the Curriculum’ (DtC) became part of the higher education landscape in the United Kingdom and beyond. In that time, it has become increasingly clear that an effective decolonising strategy must extend to the structures and leadership of universities (Shafi, Chapter 14). However, even without significant support from those with decision-making power in higher education institutions, the chapters in this book have demonstrated inspiring and innovative grassroots efforts to actively engage with transforming colonial curricula. In bringing together a multidisciplinary community of academics to showcase and describe their efforts and challenges in one publication, we have endeavoured to convey that decolonising work is a collective effort, one where we can be inspired by and learn from the ideas and practices of others.