2,080 words
The movement to “decolonize the curriculum” has become something of an orthodoxy in Western universities. Its proponents argue that the academy has been shaped by Eurocentric assumptions, and that non-Western knowledge traditions deserve greater prominence. Yet the movement’s loudest advocates display a curious blind spot: they appear wholly impervious to the remarkable, and largely unthanked, role that Western scholars played in recovering, preserving, and transmitting much of the very non-Western knowledge they now wish to celebrate. (more…)
