Abstract
In this chapter, we offer an account of three narratives (our stories) about how Teaching for Change, more specifically its emphasis on ubuntu justice, affected pedagogical actions. We show why and how we began to think differently in and about democratic education; that is, our interest in reimagining democratic education. As we show through our narratives, our argument in defence of a reimagined notion of democratic education draws on the practices of cosmopolitan reflexivity, democratic equality and disruption, which we contend should be extended to the idea of decoloniality. Put differently, our argument is for an expansive view of democratic education that connects cosmopolitan reflexivity, democratic equality and disruption to the emancipatory discourse of decoloniality in Africa, more specifically, philosophy of education in Africa.
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