Editorial: Social movement thinking beyond the core: theories and research in post-colonial and postsocialist societies

Decolonize this? After three long years as a Cambridge English student, the thing that is most memorable about my degree and the thing that has caused me the most frustration is just how unbearably white the curriculum is. Myself and countless others have written at length about the ways in which a white curriculum is nothing more than the maintenance of structural and epistemological power. Decolonising the curriculum is a process – a process that requires thought and consideration. It means rethinking what we learn and how we learn it; critically analysing whose voices are given priority in our education and for what reason. It is not an easy process and why should it be? So began an open letter, written by Cambridge student Lola Olufemi, which reflected on what it would entail to move beyond scholarly and literary canons defined by Eurocentric frames. Her critique echoes an ongoing churning that has animated campus activism across the North-South axis for several years now