ABSTRACT
Decolonization of the history curriculum that seeks to acknowledge different narratives and decentering the Eurocentric perspective took place in various countries in the world. It is placed in a specific context that makes each of them unique yet paints the bigger picture of the historical process of decolonization of knowledge. This article aims to find the golden threads and to map the decolonization of the history curriculum in various contexts. We analyzed previous empirical research in the past 20 years. Followed by it, we classified them into two distinct categories: superficial and radical decolonization. This study indicates that different historical experiences might result in different forms of the decolonization of the history curriculum.
