This article provides a critique of Eurocentric knowledge formations that currently dominate the sociological imagination and its analyses of the ‘other’. It proposes a deep questioning of the colonial underpinnings of the discipline and argues that a series of conceptual, methodological, and institutional concerns must be addressed if we are profoundly to transform teaching and learning agendas in universities. It will argue that decolonising sociology cannot merely rely upon cosmetic changes, but rather it must demonstrate a wider commitment to anti-racism and social justice.
|Number of pages||12|
|Journal||Social Policy and Society|
|Early online date||11 Oct 2021|
|Publication status||E-pub ahead of print - 11 Oct 2021|
Bibliographical note© The Author(s), 2021.
- decolonisation; learning; pedagogy; academy; university; gender; unlearning; curriculum; social movements
- Methodological inquiry
- Higher Education