Towards decolonial praxis: reconfiguring the human and the curriculum

Karishma Desai, Brenda Nyandiko Sanya

Research output: Contribution to journalArticlepeer-review

17 Scopus citations


This theoretical inquiry applies threads of Sylvia Wynter’s intellectual project to scholarship in curriculum studies to consider how Wynter’s insights might urge new potential in educational theorising and practice. The central concern driving Wynter’s intellectual project is that our present understanding about what it means to be human is entrenched in epistemological legacies of colonialism that preserve a Western bourgeois genre of Man. This essay begins by detailing Sylvia Wynter’s rigorous and innovative intellectual project that reworks the category of the human. We argue that contemporary curriculum is based upon this Western genre of the human and explore the limits of multicultural curricula. Synthesising Wynter’s interrelated lines of thought – how the notion of being hybridly human calls forth a conceptualisation of humanness as a collective act – we argue that her revised category of the human is a necessary means to radically reimagine and decolonise curriculum.

Original languageEnglish (US)
Pages (from-to)710-724
Number of pages15
JournalGender and Education
Issue number6
StatePublished - Sep 18 2016
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Gender Studies
  • Education


  • Race and ethnicities
  • curriculum
  • globalisation
  • postcolonial theory


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