Gesturing towards decolonial teaching praxis and unlearning colonial methods: teaching reflections in the struggle to decolonise research methodologies

In this article, we reflect on our experiences teaching and learning in a digital course for PhD students, Oxford-UNISA Decolonising Research Methodologies. The aim of the was to ‘gesture’ beyond coloniality knowledge by thinking ‘otherwise’ about research methodologies. As decolonial praxis, gesturing embraces experimentation, humility becoming as pursue being/thinking seek/create coexistence, well-being dignity its constraints. We conceive co-teaching co-learning co-becoming. Teaching becoming, argue, means engaging with students without rigid structuring telos. revisit video footage from class, materials review insights upon substance configurations co-teaching. analyse significance ‘keeping fire’ shared intellectual projects, even remain situated within colonial institutions. Three interrelated challenges emerged while geographies decolonising methodologies online course. These dynamics include: (a) cultivating student-teacher trust exchanges; (b) aspiration embolden transdisciplinary engagements face logistical, temporal practical constraints, including ‘settler time’ ties stated disciplines; (c) co-presence commitment challenge academic hierarchies.