Abstract
This text is part of the Taproot Series – aptly imagining the need for a new growth in education thinking which would draw nourishment from diversity, with this text setting a tone for the series. The intention is “to speak responsibly in the world (...) at this crucial moment of its history”, as a criticism of modernity, “not to destroy it but to transform it by enlarging it” (vii). This the authors do by problematising practices of modernity, and rethinking thinking on/in higher education in terms of the role of indigenous knowledge systems in the subject areas of law, economics, science and education.