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The purpose of this paper is to investigate the impact of the COVID-19 pandemic on doctoral education. Pandemics throughout history have generated new educational theories and practices, accelerated some trends and signalled the abrupt end of others. The unpredictable effects of the COVID-19 pandemic have particularly impacted upon First Nations and transcultural communities and People of Colour throughout the globe. A second significant recent global trend that occurred at the height of the pandemic was the reignited #BlackLivesMatter (#BLM) protest campaign. This campaign drew attention to the vast inequities faced by black, transcultural (migrant, refugee, culturally diverse and international) and Indigenous peoples and triggered rapid action in higher education institutions against racism and unconscious bias.

This conceptual paper draws upon postcolonial/decolonial theory to demonstrate how the COVID pandemic and #BLM movement prompts us to revitalise doctoral education.

These two issues have created renewed urgency around the need to decolonise higher education and a desire to transform the “business-as-usual” geopolitical power dynamics that continue to privilege Northern knowledge over culturally diverse knowledge systems from First Nations and transcultural contexts. A key site where special opportunities exist to effect this transformation lies in doctoral education. Doctoral education is a significant location of new knowledge creation and the development of the world’s future researchers.

Applying post/decolonial theory enables one to rethink how doctoral education should be changed to work towards greater decolonisation.

This study applies Santos’ ideas about “the sociologies of emergence” in the global South to think about how doctoral education should be reconstructed as a liberated zone of decolonisation and epistemic justice.

This viewpoint adds context and variety to the “decolonizing international business” debate by engaging in a discussion of the decolonial thinking approach and proposing a broader framework for analysing the link between international business (IB) activities on the one hand and colonisation and decolonisation on the other. The purpose of this paper is to inspire a more intensive engagement of IB scholarship with issues related to colonisation and decolonisation.

This paper involves taking a reflexive review on recent calls to decolonise IB, contextualising and extending the decolonisation debate in the academic field of IB.

This paper argues that the current discussion of decolonisation should be extended beyond the decolonial thinking approach and its focus on knowledge and the cultural dimension towards a broader framework that covers both colonisation and decolonisation as well as the respective economic, political, social and cultural dimensions. It introduces the varieties of colonisation and decolonisation approach, which considers the complexities of the phenomenon and covers the economic, social, political and cultural dimensions.

Through its focus on foreign market expansion, international trade, global value chains and formal and informal institutions in the business environment, the academic field of IB provides several starting points for research on the link between IB activities and colonisation and decolonisation. The decolonisation debate can be used to inspire future research in IB, for example, with respect to the role of multinational corporations in colonisation and neo-colonisation processes and the implications of the emerging multipolar world order for IB.

IB scholars will be better informed when engaging in discussions on decolonisation and the decolonise IB project. This paper suggests considering both colonisation and decolonisation processes as well as the respective economic, political, social and cultural dimensions in research and teaching. The varieties of colonisation and decolonisation approach provides a comprehensive and flexible alternative framework to analyse issues related to colonisation and decolonisation.

A balanced view of the implications of colonisation and decolonisation with respect to economic, political, social and cultural dimensions may suitably be incorporated in the field of IB and contribute to tackling grand societal challenges. This applies likewise to past, current and future processes of colonisation and decolonisation.

This paper contextualises and adds a new perspective and variety to the current debate on decolonising IB. This is valuable for engaging in discussions on decolonisation and future conceptual and empirical research on the topic.

This chapter is one of five chapters dedicated to anti-racism, specifically focusing on its conceptual foundations. Drawing from critical scholarship on ideas that have inspired political debates and policies about racism, I address key questions pertaining to anti-racism as an idea, policy framework and as a catalyst for sociopolitical action. This chapter engages with the fundamental principles that underpin anti-racism endeavours, ranging from community engagement to political activism and civil rights movements. It critically examines the ongoing debates on whether the goals of anti-racism, such as racial justice and dismantling of institutional racism/privilege, align with existing sociopolitical order. In addition, this chapter contributes to anti-racism scholarship that has evolved over the past five decades, by synthesising how anti-racism relates to various societal goals. Furthermore, this discussion incorporates themes such as the promotion of tolerance, equality, social justice and recognition within the context of anti-racism.

Concept maps are popularly used within academic development spaces, especially to teach new concepts at beginner levels for undergraduate students. Their popularity is partly based on the fact that they employ visual tools such as charts, diagrams, pictures, tables, etc., to simplify concepts that students would otherwise consider dense. This paper reports on the findings of an extended orientation project conducted between February and June of 2022 with a small cohort of 15 first-year students registered in an entrepreneurship course at a vocational higher education institution in South Africa. The research question guiding this study is: How can concept maps inspire entrepreneurial thinking for first-year ECP students at a vocational institution in South Africa? Using Cultural-Historical Activity Theory (CHAT), I analysed the two iterations of the students' concept maps together with selected data from the focus group interviews. Key findings reported include the students' fuzzy knowledge of what entrepreneurship as a discipline entails, the planned career trajectories for most of the participating students, as well as indecisiveness as to whether the students will be pursuing entrepreneurship after graduation. In the language of CHAT, the above findings are described as presenting tensions between the subject, tool and object. This layer of analysis calls for an urgent re-think of how the students are recruited and orientated into the programme and how the curriculum is delivered at the first-year level.

This paper aims to report on findings and methodological approaches of the artistic project “Sites for Unlearning (Art Organization)” in collaboration with the Team at Casco at Institute: Working for the Commons, Utrecht/NL, through which processes of unlearning are tested against the backdrop of established institutional structures. This paper constitutes a transdisciplinary contribution to the discourse, exploring its relationship with organizational unlearning, organizational change and feminist, decolonial trajectories.

This paper proposes a feminist, decolonial, arts-based approach to discuss “unlearning institutional habits” by means of the long-term project – Sites for Unlearning (Art Organization). This complements the organizational unlearning literature with an arts-based approach, which draws on alternative education and feminist and decolonial literature. This paper responds to the call of this special and introduces a new perspective to the discourse.

This paper gives insights into and elaborates on the findings of the artistic project “Site for Unlearning (Art Organization)” through which processes of unlearning are tested against the backdrop of institutional structures.

This methodology puts in evidence that there are two major areas of concern for those who desire to break established structures in contemporary life increasingly defined by economic, socio-political and ecological pressures – institution on the one hand and learning on the other; the artistic project Sites for Unlearning attempts to challenge both. It builds on the insights and energies developed in and around the studies on unlearning in the fields of alternative education and feminist and decolonial theory and connects them with organizational learning, knowledge management and theories of transformation (Andreotti, 2011; Spivak, 1993; Tlostanova and Mignolo, 2012).

Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of “instrumental,” or quantifiable skills-based curricula, over “transformative” internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education.