ABSTRACT
The authors employ a systems perspective to investigate how coloniality is manifested in the current academic knowledge system and how we can make progress toward the ‘decolonisation of knowledge.’ We reflect on how individual scholars, located in Western donor countries, who benefit from the coloniality of the current knowledge system, can undermine and contest this coloniality with their research and activism. Although we recognise that decolonisation is an ethical issue, we contend that cognitive diversity represents progress and improvements to our pool of knowledge.
