Toward Decolonizing Our Scholarship and Discourses: Lessons From the Special Issue on Decoloniality for EAQ

Abstract

Members of the Educational Administration Quarterly (EAQ) internal editorial team took a critical look at the publication record of our journal with respect to epistemological plurality over the past 10 years. Our goal was to identify international publication trends and highlight how pluralized the research frames are within EAQ. Data overwhelmingly show that EAQ is a largely U.S.-centric publication, even when the topics explored touch on critical or epistemological concerns. The implications of these findings are discussed.

The Dialectics of Modernity and Tradition: A Decolonial Critique of the University’s Role in Shaping Social Consciousness

“…Historically, the Eurocentric approach has permeated numerous facets of global societies, from political structures to academic curricula. While often subtle, this dominance has shaped how knowledge is produced, consumed, and validated, placing Western methodologies and epistemologies at the center, often at the expense of other equally valuable perspectives (Bainazarov et al, 2022). In higher education, this decolonial endeavor is not just about diversifying reading lists or integrating non-Western case studies.…”