Jonathan Jansen is Distinguished Professor of Education at Stellenbosch University and President of the Academy of Science of South Africa. He is a curriculum theorist, and his research is concerned with the politics of knowledge. His recent publications include Fault Lines: A Primer on Race, Science and Society (2020), Learning under Lockdown: Voices of South Africa's Children (2020), and Learning Lessons (2021). Cyrill Walters is a Research Fellow in Higher Education at Stellenbosch University. She also teaches on the MBA programme at Stellenbosch University Business School. She is currently engaged in projects examining decolonization within South African universities, the intersection of race and gender in higher education, and complexity theories in leadership.

'This is an exceptional contribution to our understanding of what actually happens to challenging curriculum ideas in higher education. Politically wise and clearly written, this volume deserves a wide audience among all of those who care about creating a more socially and culturally responsive education.' Michael W. Apple, University of Wisconsin

• Acknowledgements; 1. Introduction: the decolonization of knowledge: radical ideas and the settled curriculum; 2. Institutional posturing: the coming of decolonization and the scramble to respond; 3. On the institutionalization of knowledge; 4. The contending meanings of decolonization –and the implications for radical curriculum change; 5. Regulating radical ideas: the role of regulatory agencies; 6. The uptake of decolonization: the case of the humanities and social sciences; 7. The uptake of decolonization: the case of the sciences and engineering; 8. How does a radical curriculum idea travel through institutional life?: new insights into the politics of knowledge; References; Index

Jonathan Jansen is Distinguished Professor of Education at Stellenbosch University and President of the Academy of Science of South Africa. He is a curriculum theorist, and his research is concerned with the politics of knowledge. His recent publications include Fault Lines: A Primer on Race, Science and Society (2020), Learning under Lockdown: Voices of South Africa's Children (2020), and Learning Lessons (2021). Cyrill Walters is a Research Fellow in Higher Education at Stellenbosch University. She also teaches on the MBA programme at Stellenbosch University Business School. She is currently engaged in projects examining decolonization within South African universities, the intersection of race and gender in higher education, and complexity theories in leadership.

'This is an exceptional contribution to our understanding of what actually happens to challenging curriculum ideas in higher education. Politically wise and clearly written, this volume deserves a wide audience among all of those who care about creating a more socially and culturally responsive education.' Michael W. Apple, University of Wisconsin

• Acknowledgements; 1. Introduction: the decolonization of knowledge: radical ideas and the settled curriculum; 2. Institutional posturing: the coming of decolonization and the scramble to respond; 3. On the institutionalization of knowledge; 4. The contending meanings of decolonization –and the implications for radical curriculum change; 5. Regulating radical ideas: the role of regulatory agencies; 6. The uptake of decolonization: the case of the humanities and social sciences; 7. The uptake of decolonization: the case of the sciences and engineering; 8. How does a radical curriculum idea travel through institutional life?: new insights into the politics of knowledge; References; Index