Resistances to Anti-Racist and Decolonial Work in HE

This opinion piece uses anecdotal theory to reflect on student and staff resistance that the authors have encountered as academics conducting research on anti-racist and decolonial pedagogies in HE. We argue that such resistance is rooted in the hegemonic logics of disciplinary canons, pedagogical norms and the university, which, when challenged and disrupted, can result in feelings of discomfort. In this context, we recommend the creation of spaces to experience and learn from discomfort both productively and safely, by means of an embodied approach.