Abstract
In view of the urgency of transformation within post-colonial educational settings, my article clarifies key ideas associated with decolonization and development. It focuses not so much on the processes associated with these two concepts but on the frames and discourses that define and drive them. In other words on ‘how we think and talk about’ decolonization and development. Based on discourse theory, which posits that reality is (largely) fashioned according to the way we think and speak of it, I contend that reimagining our discourses on decolonization and development can open up a wider range of possibilities for the aims and outcomes associated with both. I discuss prevalent framings of decolonization and development and contrast these with alternatives provided by the African moral philosophy of ubuntu, which foregrounds deeply relational and immaterial notions of power...