As Albert Einstein lay on his death bed he asked for his glasses, his writing implements and his latest equations. He knew he was dying, yet he continued to work. In those final hours of his life, while fading in and out of consciousness, he was working on what he hoped would be the greatest work of all. It was a project of monumental complexity. It was a project that he hoped would unlock the mind of God.

This book offers a unique blend of writing from a broad range of international perspectives, showing interdisciplinary research approaches to decolonising curriculum knowledge. With a focus on the intellectual, emotional, economic, and political reversal of colonial injustices, the decolonial research and writing in this book challenge dominant viewpoints and assumptions of curriculum knowledge by amplifying and disseminating the knowledge and perspectives of peoples that curriculum knowledge has historically silenced and marginalized. The chapters in this book allow the reader to learn from the historical, social, political, cultural, and educational contexts of the UK, Nepal, South Africa, Namibia, Australia, Colombia, Canada, Thailand, Mauritius, Poland, Russia, Norway, and the Netherlands. This internationality provides the reader with a multitude of research themes and critical analytical perspectives for seeing how epistemic power permeates as cultural imperialism in education policies and practices across the world.

Issues for 1920-1947 include the proceedings of the society.