Academics and students are grappling with what it means to decolonize the curriculum and the university. Through the 2015 colonial disruptions, we caught glimpses of a re-imagined, socially just, and inclusive curriculum. This article problematizes the sincerity of these efforts towards intentional change and questions whether, given the current decolonization hype, we are indeed where we need to be, as we turn, shift, and connect through the decolonial gaze. Drawing mainly on her role as co-chair on a Curriculum Change Working Group (CCWG), the author provides an auto-ethnographic analysis of how individuals and collectives at different university sites and spaces react and respond to decolonization. These insights are aimed at identifying opportunities to be strengthened and pitfalls to be avoided as we decolonize our thinking, minds, knowledge, curricula, and practices. The author maps out different approaches within the university to see if we can initiate sustainable change in the sector. The article concludes that conceptualizing decolonization as a movement might protect the decolonial process from being captured or appropriated by those who unconsciously or consciously reduce and essentialize it to mean either this or that. By being vigilant and committed, decolonial actors and agents can remain true to their modus vivendi.
