The authors of this thought-provoking book explore the ways in which decolonization protects the democratic ideal of academic freedom—and at the same time caution against using that freedom to protect interests seeking to undermine the transformation of higher education.

Basing their discussion on the South African experience, the authors emphasize the responsibility of scholars to ensure the relevance of what they teach and to promote democratic change within the academy. In the process, they highlight the need for a collaborative, pragmatic approach to calls for curriculum reform in the context of decolonization.