Volume 58, Issue 2-3, April-June 2024

Decolonizing the curriculum: philosophical perspectives—an introduction

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The epistemologies of the South and the future of the university

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Decolonization in South African universities: storytelling as subversion and reclamation

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Actualizing decolonization: a case for anticolonizing and Indigenizing the curriculum

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Decolonizing higher education:
the university in the new age of Empire

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Pedagogic obligations towards a decolonial and contextually responsive approach to teaching philosophy in South Africa

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‘The whitest guy in the room’: thoughts on decolonization and paideia in the South African university

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A reflection on the teacher education curriculum and the decolonizing agenda in England

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Racism, public pedagogy, and the construction of a United States values infrastructure, 1661–2023: a critical reflection

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The role of the philosopher of education in the task of decoloniality

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The OECD’s new discourse of curriculum reform: student agency, competency, colonization, and translation

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Decolonizing democratic aims of education in Botswana: Kagisano and outcome-based education

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Can Conversational Thinking serve as a suitable pedagogical approach for philosophy education in African schools?

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A reflection on a womanist theologian’s endeavour to dismantle whiteness, through creating the religious education module ‘Black Religion and Protest’

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On the epistemic urgency of decolonizing the school curriculum: a reflection

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The languages we speak and the empires we embrace: addressing decolonization through the gaze of the empire

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