Toward a Decolonial Classroom Resituating Cultural Analysis as Pedagogical Intervention

Although a significant body of theory regarding decolonization and the process of decolonizing higher education exists, implementing this theory into lived educational experience remains a challenge. This paper proposes that cultural analysis framework offers a promising approach to bridge the insights of decolonial thought with the dynamics of a university classroom. Following a contextual overview of ongoing efforts aimed at decolonizing university, it highlights three nexuses of action, pivotal in dismantling colonial knowledge paradigms. It explores the potential intersections between the decolonial critique of university and the lens of cultural analysis. The article examines these dynamics through the case study of designing and implementing a course at the University of Amsterdam.