Decolonizing knowledge within and beyond the classroom

This introduction to the second installment of a two-part special issue focuses on actors and spaces that facilitate different forms progress or push-back in decolonizing African Studies. We map how student activists have served as agents decolonial change campuses over time, argue intersectional feminist leadership characterize current generation activism. then explore classrooms curricula serve sites synthesis between faculty activists, conservative professional disciplinary norms. Drawing activist campaigns articles issue, we present five questions starting point for courses. Finally, acknowledge ways academic disciplines enforce parochial norms epistemic standards academia, while also linking knowledge production global marketplaces intellectual property regimes. contend interplay these three categories shapes cycles transformation patterns re-consolidation.