Abstract
ABSTRACT Despite the ongoing ‘globalization’ of higher education, the curricula of most contemporary universities continue to be based upon epistemological assumptions deeply rooted in the Western philosophical tradition. Critiques of this lingering hegemony are evident in the growing calls for the decolonization of knowledge to make way for indigenous and hitherto subjugated voices in the academy and beyond. Reason and rationality lay at the heart of knowledge formation, yet the precise role of reason in knowledge decolonization and curricular reform is poorly understood. This research addresses some conceptual challenges to better understand how reason may perpetuate hegemonic thinking, as well as open possibilities for the production of new, decolonized knowledge(s). Questioning the binary frame of universality and particularity, it is concluded that diverse forms of reason not only undergird rigorous systematic thinking as truth-seeking, but may also engender the way-finding and opening up of new knowledge(s) crucial to the decolonizing process.
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