ABSTRACT
Although a significant body of theory regarding decolonization and the process of decolonizing higher education exists, implementing this theory into lived educational experience remains a challenge. In this chapter, I propose that the cultural analysis framework offers a promising approach to bridge the insights of decolonial thought with the dynamics of a university classroom. Following a contextual overview of ongoing efforts aimed at decolonizing universities, I highlight three nexuses of action, pivotal in dismantling colonial knowledge paradigms. I explore the potential intersections between the decolonial critique of university and the lens of cultural analysis. I examine these dynamics through the case study of designing and implementing a course at the University of Amsterdam.
