In this article I explore the (non)constructive contestations between decolonisation and internationalisation and the extent to which this might inform the construction of undergraduate university curricula. To augment this exploration, I consider Rosi Braidotti's The Posthuman (2013) to ask what we can learn from Braidotti when it comes to the decolonisation and internationalisation of undergraduate university curricula. First, I discuss decolonisation and internationalisation and then argue

more »

... at decolonisation and internationalisation are not opposites and that there are constructive contentions between the two once we think about the transformative potential of university curricula. In conclusion, I argue that in the light of debates about decolonisation and internationalisation, the ontology, epistemology and the ethics of undergraduate university curricula should be placed under the magnifying glass since such an endeavour has the potential to bring about deep transformation in higher education institutions.