Decolonisation and knowledge production

A/Prof. Haripriya Rangan1

1University Of Melbourne


In the concluding chapter of ‘The Wretched of the Earth’, Frantz Fanon exhorts his readers from the Third World to move beyond the conceits of European thinking and “reconsider the question of cerebral reality and of the cerebral mass of all humanity, whose connections must be increased, whose channels must be diversified and whose messages must be re-humanized” (1963: 314). But how has Fanon’s radical vision been actualised following the end of colonial rule in these countries?  What are the ways in which decolonisation of knowledge production has taken place in universities of the Global South? This paper will look at India, South Africa, and Australia through a comparative lens to reflect on the structural contexts, national debates, and approaches deployed to decolonise education and knowledge production in universities.


Haripriya (Priya) Rangan is Principal Fellow at the School of Geography, University of Melbourne, and Principal Consultant for Government Projects and Research Engagement at the Australia India Institute. She trained in architecture and urban planning in India and holds a doctoral degree from the University of California-Los Angeles (UCLA) in urban and regional development.Priya’s research focuses on regional development, rural social equity and responsible natural resource use in various parts of the Indian Ocean region, including South Africa, India and Australia.


The Institute of Australian Geographers (IAG) is the principal body representing geographers and promoting the study and application of geography in Australia. It was founded in 1958 and since then has promoted, supported and defended Australian geography.

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