ABSTRACT
Curriculum is not merely organised knowledge but also a formative relationship, a structured encounter that cultivates moral discernment, epistemic responsibility and sapience. We take, and indeed have taken in our previous work, a position that does not set up an intellectually dubious opposition between colonialist epistemologies and ethics and indigenous ways of knowing and being. Indeed, we have been and will be in this book attempting to treat concepts such as decoloniality and indigeneity as complex and far from just being known by what they are not. As concepts, they have multisemic, semantically contested, networked, interactive, powerful and dynamic qualities attached to them.
