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.
Bibliographical note© The Author(s), 2021.
- decolonisation; learning; pedagogy; academy; university; gender; unlearning; curriculum; social movements
- Methodological inquiry
- Higher Education