‘Most analyses of the decolonization of university curriculums focus on the role of social justice ideology. Yet decolonization is in the interests of administrators. For years, administrators have sought greater control over curriculums, this being part of university power battles and intensifying as administrations have expanded.
The decolonization agenda enhances the leverage of administrators. Building on fashionable ideas, such initiatives enable supporters to portray opponents as prejudiced, stifling challenges to administrative control.
Administration has no necessary ideology, yet disruption associated with social justice ideology is convenient, entailing an alliance between administrators and those academics who support social justice ideology.
In the medium term, universities will continue with decolonization programmes. Such agendas make political and commercial sense; whether they make liberal-democratic sense is another question.’
The decolonization agenda enhances the leverage of administrators. Building on fashionable ideas, such initiatives enable supporters to portray opponents as prejudiced, stifling challenges to administrative control.
Administration has no necessary ideology, yet disruption associated with social justice ideology is convenient, entailing an alliance between administrators and those academics who support social justice ideology.
In the medium term, universities will continue with decolonization programmes. Such agendas make political and commercial sense; whether they make liberal-democratic sense is another question.’