The roles of epistemology and decoloniality in addressing power dynamics in university education

Abstract

ABSTRACT This conceptual paper explores the intersecting domains of epistemology, decoloniality, and power dynamics in university education. It scrutinises the hegemonic prevalence of Western knowledge systems and the resultant epistemic exclusion and marginalisation of alternative and indigenous knowledge paradigms within academic environments. Digging into the transformative role of decoloniality, this paper highlights its significance in dismantling entrenched colonial frameworks and championing intellectual pluralism and inclusive dialogue. The argument demonstrates that addressing the inherent power imbalances and fostering equitable and inclusive learning experiences are pivotal for democratising knowledge and advancing social justice within higher education institutions. This comprehensive examination provides foundational insights and urges further inquiries and practical implementations to cultivate diverse, equitable, and inclusive academic landscapes.