Since the Fallist Movements in 2015, the rhetoric of decolonisation entered the public imagination and very much revolved around social justice issues of access and knowledge production subsumed under the catch‑all verb ‘decolonising’. Much of the subsequent discourses at universities in South Africa, and even abroad, grappled with what decolonisation might mean and what it should look like. Of course, discourses on the decolonisation of universities and knowledge production have been part of the academy since the wave of independence that turned former colonies into newly minted independent states and created bodies of thought such as area studies, postcolonialism, indigenous knowledge systems, alter‑globalisation and of course decoloniality to name a few.
