In Western academic spaces, more and more stakeholders are claiming commitments to ‘decolonisation’. Yet in environments shaped by rankings, impact factors, citation numbers and third-party funding figures, what claims to be decolonial scholarship can easily end up being as extractive and violent as the subject it is claiming to confront. In this article, we reflect on attempts to decolonise both the discipline and practice of ‘development’, especially with regard to knowledge ‘production’ in this academic disciplinary space. We are doing this from a particular situatedness that is itself contradictory, as we are both facilitators of an EU-funded network focused on ‘Decolonising Development’ and of Convivial Thinking, a non-institutional, transnational web-based collective. We argue that imperial forms of knowing and making sense of the world are deeply entrenched in the structures of higher education, both shaping and limiting the ways in which what we call ‘development’ is researched, taught and practised. By reflecting on instances of academic activism and institutional pushback in both aforementioned networks, we show how institutional violence limits scholarly imaginations in ways that make sure academic or dominant knowledge structures are not radically challenged, thereby making claims of decolonisation purely performative. Despite this, we also point to concrete openings in both networks where undoing the entanglements of decolonising narratives, ‘development’ and the imperatives of scholarship – and thereby dismantling the master’s house that sustains it – seems within reach.
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