ABSTRACT
In the final chapter of this book we examine the issue of the decolonisation of the curriculum, by looking at notions of resistance to colonisation in its many different forms and guises. Here we seek to construct and legitimise alternative epistemologies and epistemological framings. The presumption is that knowledge systems, learning approaches, curricula, categories etc. are colonised and need to be decolonised. The universality that it is opposed to is replaced by a more apt and coherent sense of universality. A praxical hermeneutics and critique comprises, in general terms, an opening up, a looking at, the ways in which our concerns have been portrayed and represented in the past, how we can develop new ways of thinking and how those institutions and practices that are hostile to certain groups of people can be reorganised and reconstructed.
