This chapter tackles the slippage between university initiatives that focus on ‘decolonizing knowledge’ and those that focus more broadly on diversity, equality, and inclusion. We focus explicitly on how decolonizing involves an inherent process of reconstituting schemes of valuing and producing knowledge. This differs from diversity’s focus on representation. In order to explore these dynamics of decolonizing knowledge production, we draw out the decolonial critique of Eurocentrism (that is, the practice of bifurcating the study of the West from the study of its global colonial interlinkages). We stress how decolonial thought embraces a relational mode of thinking that ties connections across time and space, and we look at how the calls for decolonizing knowledge are tied to the larger project of anti-colonial justice. We finish this chapter with some practical guides for teachers, academics, researchers, and students who are interested in engaging with the process of decolonizing knowledge.

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