We invite abstracts for scholarly papers for praxes-oriented sharing and panel sessions that expand critical horizons while remaining open to the nuances within a pluriversal critique. We would like to encourage Humanities’ scholars and students to interrogate the following broad themes:

  • Histories and politics of knowledge production in the era of globalisation
  • Knowledge production & decoloniality
  • Critiques of the decolonial turn in curriculum transformation
  • Students & curriculum transformation
  • Technological (im)possibilities in teaching & learning
  • Critical pedagogies & curricula to address bias and inequality
  • Contradictions & prospects for curriculum transformation in a marketised global higher education sector

The “decolonial turn” (aligned to the broader concept of decolonisation) is a nuanced, layered and sliding signifier. Despite its conceptual slipperiness, the insights, debate and discussion that it spurs provides a productive framework for critiquing and thinking about the education transformation project.

This takes two forms:
1. The `epistemological' case in which decolonisation is seen as constitutive of reorganising and rethinking knowledge; and,
2. The `historical' case in which decolonisation is seen as playing an unprecedented role in reviewing and reconstituting social relations and identities in contemporary society.