Description
In this communication, I argue that as universities in the Global North remain embedded in structures of racial capitalism, and reproduce colonial hierarchies and whiteness, any attempt to challenge these oppressive structures must be grounded in a decolonial abolitionist praxis. Moving beyond the nonperformative institutional rhetoric of diversity, this praxis is political and radical, anti-racist and decolonial, collective and relational, and directed to transformative practices and abolitionist futurities. It draws on and honors the long history of resistance to the oppressive structures of knowledge, and calls for the dismantling of oppressive academic structures, colonial curriculum and hierarchical pedagogies.
Through a focus on curriculum and pedagogy, I explore how teaching can contribute to the development of pockets of resistance inside the neoliberal university and to the broader reimagining of abolitionist futures in higher education. I reflect on some experiences, including curriculum transformation, student engagement practices, and pedagogical experiments in international relations.
Keywords: abolition, university, pedagogy, resistance, community, curriculum, decolonization, anti-racism.
