Calls continue for the decolonisation of higher education (HE). Based on internationalisation debates, a research team from Africa, Europe and Latin America reviewed published decolonisation voices. Using bibliometric analysis and a conceptual review of abstracts, the authors examined the drivers framing decolonisation in HE and identified the voices in those debates which involved the historically oppressed and those wishing to elicit change in these debates. The paper recognises the importance for decolonisation in education as the tensions explored by the authors often intersect through HE into other domains of the political, social, economic and culturally important areas for replication and change in society.
Bibliographical noteThis is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/),
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FunderCoordination for the Improvement of Higher Education Personnel (CAPES) under Capes Print Grant [number 88881.311890/2018-01] and The British Council Capacity Building & Internationalisation for HE - Universities for the World Programme
- higher education
ASJC Scopus subject areas