Theoretical Foundations of Epistemic Pluralism and Decolonial Pedagogy
Theoretical conceptualisations of curricular decolonisation within higher education reveal significant divergences in how institutional reform and classroom dynamics are theorised. On one hand, systemic pedagogical frameworks emphasize the systematic dismantling of Eurocentric epistemic dominance through collaborative co-production. Within this paradigm, decolonisation requires a fundamental transition from diversity-oriented adjustments toward epistemic pluralism, cultural safety, and critical consciousness (W3124371748). This approach positions educators and students as collaborative agents of change who interrogate entrenched knowledge hierarchies and reconfigure curricular rubrics to validate diverse epistemologies (W3124371748). Conversely, critical inquiries situated specifically within arts and humanities faculties highlight the pedagogical friction between broad decolonial aspirations and interpersonal classroom interactions. Rather than focusing exclusively on institutional structures, these analyses examine how efforts to foster pluriversal and inclusive learning environments collide with identitarian politics and defensive identity enactments (crossref-10-1177-14740222221100711). Such critiques interrogate the conceptual boundaries of safe spaces, warning that uncritical identitarian stances and classroom self-silencing risk compromising intellectual rigor, provocative inquiry, and genuine open dialogue (crossref-10-1177-14740222221100711). While institutional frameworks treat epistemic pluralism as an empowering structural intervention against Eurocentric hegemony, classroom-centred critiques demonstrate that decentralized curricula inevitably generate complex affective and ideological tensions. Synthesizing these distinct theoretical perspectives is essential for understanding both the systemic structural objectives and the nuanced pedagogical realities of decolonising humanities curricula.