This symposium brings together presentations from New Zealand, Australia and South Africa, respectively, that focus on teaching towards decoloniality and creating opportunities for engaging with deeply entrenched power relations in everyday taken for granted teaching and learning practices. Teaching-learning process is a crucial preparatory step to foster and deepen critical reflexivity of personal-professional-activist identities among staff and students, while simultaneously expecting educators to make sense of our connections to our social, material and political worlds and the circulations of power that generate and sustain privilege and marginalization. These processes also necessitate historical reflexivity by delving into the political, historical and cultural roots inherent in knowledge construction. It is in these contexts that coloniality surfaces and generates an impetus for teaching towards (de)coloniality.


The presentations all engage with key questions such as:
1. How do we disrupt and reinsert alternatives to Euro-American/Western dominance in discourses about community in our curriculum?
2. What are the tensions and possibilities that arise when teaching towards decoloniality?
3. How do students (and staff) navigate discomfort or uncertainty and leverage feelings of safety in the classroom?
4. How do university- and community-based teachers and learners who aspire to decolonial praxis navigate university and/or community power systems that all too often reproduce colonial relations?