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. CONTENTS: • Educational Desire as the South African Epistemic Decolonial Turn--the Editor. • CONCERNS OF AND APPROACHES TO DECOLONIAL AGENDAS. • How to Decolonize Knowledge Without Too Much Relativism--V. Mitova. • Complexities and Challenges of Decolonizing Higher Education: Lessons From Canada--Sharon Stein et al. • Beyond Possession: De/colonizing the Educational Relationship in Higher Education--F. Pirbhai-Illich and F. Martin. • PHILOSOPHICAL CONTEXTUALITY, PEDAGOGIES, AND DECOLONIALITY. • Socratic Social Criticism in Higher Education--the Editor. • The Anatomy of Epistemicide and the Search for Epistemic Justice: Towards a Relevant Education--T.J. Lebakeng. • Embracing an Ethical Epistemological Approach in African Higher Education--Y. Freter and B. Freter. • Decolonization and Displacement: Mbembe and Decolonizing the University--A. Olivier. • Funda-mentalities: Twists and Turns in South African Philosophy (of Education)--U. Kistner. • Futurity, Decolonization, and the Academy: Where to From Here?--the Editor. • Afterword--Siphamandla Zondi.