When: Wednesday, November 26, 2025
Time: 3:00–4:30 pm (CET)
Format: Online
Register here.
Event Overview
Decolonization has become a pressing concern for accounting and business academia, shaping debates about research, teaching, institutional practices, and the inclusivity of academic communities. Yet, its meaning, scope, and implications remain contested and must be understood in context.
This panel takes stock of where we are and explores how to move forward, focusing on accounting while also opening up interdisciplinary conversations across research, curriculum design, partnerships, recruitment, and institutional rankings. Discussants will reflect on their personal and professional journeys, situating their experiences in diverse contexts. They will share insights from ongoing projects and lived experiences, highlighting the conceptual differences and methodological challenges that arise when engaging with decolonization in practice.
The session will also examine the challenges and opportunities of moving “beyond decolonization” in academia, generating practical ideas and critical reflections for accounting educators, researchers, policymakers, and institutional leaders.
Participants will be invited to share what decolonization means in their own contexts, supporting knowledge exchange and dialogue. The aim is to build a sense of community and shared purpose, opening a space where participants can learn, debate, and collaborate on how academia can take forward decolonization in practice. This includes engaging with questions of justice, inclusivity, gender, and intersectionality, and recognizing diverse epistemologies, voices, and knowledge traditions that have been marginalized within dominant academic frameworks.
The panel discussion will be followed by an interactive Q&A session.
Speakers
Moderator
Suggested Background Readings:
Allen, S., & Girei, E. (2024). Developing decolonial reflexivity: Decolonizing management education by confronting white skin, white identities, and whiteness. Academy of Management Learning & Education, 23(2), 246–264.
Barros, A., & Alcadipani, R. (2023). Decolonizing journals in management and organizations? Epistemological colonial encounters and the double translation. Management Learning, 54(4), 576–586.
Chapain, C., Lateano, A., Ndibalema, R., & Surman, E. (2025, May 12). Decolonising a business school in context: From theory to practice [White paper]. Birmingham Business School, University of Birmingham. https://www.sagepub.com/explore-our-content/white-papers/2025/05/12/decolonising-a-business-school-in-context–from-theory-to-practice
Dar, S., Liu, H., Martinez Dy, A., & Brewis, D. N. (2021). The business school is racist: Act up! Organization, 28(4), 695–706.
Jammulamadaka, N., Faria, A., Jack, G., & Ruggunan, S. (2021). Decolonising management and organisational knowledge (MOK): Praxistical theorising for potential worlds. Organization, 28(5), 717–740.
Musundwa, S. (2025). Reimagining accounting scholarship through Afrocentricity: Centring African epistemologies for inclusive knowledge production. Social and Environmental Accountability Journal, 45(1), 73–78.
Musundwa, S., Sopt, J., Pencle, N., & Wells, J. (2025). Decolonizing the accounting curriculum. In Voices of change (pp. 189–201). Emerald Publishing.
Musundwa, S. (2024). Implementing constructivist teaching to foster inclusive educational practices in accounting programmes. Accounting Education, 1–34.
Sauerbronn, F. F., Ayres, R. M., da Silva, C. M., & Lourenço, R. L. (2024). Decolonial studies in accounting? Emerging contributions from Latin America. Critical Perspectives on Accounting, 99, 102281.
Silva, C. M. D., Sauerbronn, F. F., & Thiollent, M. (2022). Decolonial studies, non-extractive methods, and participatory action research in accounting. Revista de Administração Contemporânea, 26, e210014.
