Fernando Racimo a,*, Ekaterina Chertkovskaya b, Rebecca Leigh Rutt a, Mads Ejsing a
a University of Copenhagen, Copenhagen, Denmark
b Lund University, Lund, Sweden
* Corresponding author.
Abstract
Like other societal institutions, academia today faces an existential crisis. Rising inequality and authoritarianism, coupled with climate breakdown and collapsing ecosystems, are threatening the conditions under which academic knowledge is produced and shared. At the same time, academics are coming to terms with their institutions’ role in contributing to these processes, particularly in the Global North. Many are recognising the historical and present-day injustices underpinning the hegemony of Western universities, as well as the links between growth-oriented capitalist logics—reproduced, embodied and often sanctioned by academics—and the ongoing environmental crisis. How can academia transform into an institution that contributes to a just and sustainable future for all? In this study, we argue that transformations towards degrowth and decolonisation are already happening in many pockets within this institution, and describe the strategic logics behind them. Thinking with various degrowth scholars, we present our vision for an academic system characterised by radical abundance—meaning a reorganisation and reorientation of the social goods produced by universities through practices of public provisioning and communal sharing, rather than the currently dominant state of artificial scarcity. We then make use of the “strategic canvas for degrowth,” developed by Ekaterina Chertkovskaya, as inspired by the work of Marxist sociologist Erik Olin Wright, to understand how power is today challenged within the university’s walls, and how transformation towards radically abundant alternatives can be enacted. Using the case of a pro-Palestine student encampment at a Danish university—including how some academics engaged with this student-led initiative—we identify a shared thread across strategies towards degrowth and decolonisation: the critical contestation of what a “university” is, how it functions, and the purposes it is meant to serve.
Download
References
Academics for Palestine. (2024, June 9). About Us. Academics for Palestine. https://academicsforpalestine.dk/about/
Aitchison, G. (2011). Reform, Rupture or Re-Imagination: Understanding the Purpose of an Occupation. Social Movement Studies, 10(4), 431–439.
Ajonye, O. (2024). Weaponising Universities: Research Collaborations between UK Universities and the Military Industrial Complex. Campaign Against Arms Trade. https://caat.org.uk/publications/weaponising-universities-research-collaborations-between-uk-universities-and-the-military-industrial-complex/
Albert, M. J. (2025). Capitalism, complexity, and polycrisis: Toward neo-Gramscian polycrisis analysis. Global Sustainability, 8, e7.
Andersen, J. P., & Nielsen, M. W. (2024). Scientific Elites. https://pure.au.dk/portal/en/projects/scientific-elitesArbejderen. (2021, September 22). Københavns Universitet harinvesteret over to millionerifirmaerpåVestbredden[The University of Copenhagen has invested over two million in corporations in the West Bank]. Arbejderen. https://arbejderen.dk/udland/koebenhavns-universitet-har-investeret-21-millioner-i-firmaer-paa-vestbredden/
Baldwin, D. L. (2021). In the Shadow of the Ivory Tower: How Universities Are Plundering Our Cities. Bold Type Books.
Barlow, N., Regen, L., Cadiou, N., Chertkovskaya, E., Hollweg, M., Plank, C., Schulken, M., & Wolf, V. (Eds.). (2022). Degrowth & Strategy: How to bring about social-ecological transformation. MayFly.
Barron, A. R., Venator, R. C., Carlson, E. V. H., Andrews, J. K., Ding, J., & DeSwert, D. (2023). Fossil fuel divestment in U.S. higher education: Endowment dependence and temporal dynamics. Elementa: Science of the Anthropocene, 11(1), 00059.
Berg, M., & Seeber, B. K. (2016). The slow professor: Challenging the culture of speed in the academy. University of Toronto Press.
Bhambra, G. K., Gebrial, D., & Nişancıoğlu, K. (2018). Decolonising the university. Pluto Press.
Blinkley, C., & Offenhartz, J. (2025, March 14). Trump demands unprecedented control at Columbia, alarming scholars and speech groups. AP News.https://apnews.com/article/columbia-university-mahmoud-khalil-ice-arrests-1921e26f6b5a8585ad5cbda790846324
brown, a. m. (2015). Outro. In W. Imarisha & a. m. brown (Eds.), Octavia’s brood: science fiction stories from social justice movements (pp. 279-282). AK Press.
Brown, R. (2015). The marketisation of higher education: Issues and ironies. New Vistas, 1(1), 4–9.
Buch-Hansen, H., Nesterova, I., & Nielsen, P. (2025). Envisioning an academia for degrowth transformations. Globalizations, 1-18.
Burgen, S. (2022, November 12). Barcelona students to take mandatory climate crisis module from 2024. The Guardian. https://www.theguardian.com/world/2022/nov/12/barcelona-students-to-take-mandatory-climate-crisis-module-from-2024
Chertkovskaya, E. (2022). A strategic canvas for degrowth: In dialogue with Erik Olin Wright. In N. Barlow, L. Regen, N. Cadiou, E. Chertkovskaya, M. Hollweg, C. Plank, M. Schulken, & V. Wolf (Eds.), Degrowth & Strategy (pp. 56–71). MayFly.
Collini, S. (2012). What are Universities For? Penguin UK.
Cox, L. (2015). Scholarship and Activism: A Social Movements Perspective. Studies in Social Justice, 9(1), 34–53.
Data for Progress. (2023, March 1). Accountable Allies: The Undue Influence of Fossil Fuel Money in Academia. Data For Progress. https://www.dataforprogress.org/memos/accountable-allies-the-undue-influence-of-fossil-fuel-money-in-academia
de Sousa Santos, B. (2018). The End of the Cognitive Empire: The Coming of Age of Epistemologies of the South. Duke University Press.
Demmer, U., & Hummel, A. (2017). Degrowth, anthropology, and activist research: The ontological politics of science. Journal of Political Ecology, 24(1), 610–622.
Dennis, C. A. (2018). Decolonising Education: A Pedagogic Intervention. In G. K. Bhambra, K. Nişancioğlu, & D. Gebrial (Eds.), Decolonising the University (pp. 190–207). Pluto Press.
Dupont, L., Jacob, S., & Philippe, H. (2024). Scientist engagement and the knowledge–action gap. Nature Ecology & Evolution, 1–11.
Ebad, A. (2024, June 14). Copenhagen Municipality to divest from companies linked to illegal Israeli settlements. Anadolu Agency. https://www.aa.com.tr/en/europe/copenhagen-municipality-to-divest-from-companies-linked-to-illegal-israeli-settlements/3250328
Eleonorasdotter, E., Zackari, K., Abdelhady, D., Pressfeldt, V., Sager, M., & ... (2024, May 6). DEBATT: ”Iendemokratikanenstatsministerståut med attblistörd.” [In a democracy, a prime minister can stand to be disturbed.]. Sydsvenskan. https://www.sydsvenskan.se/2024-05-06/i-en-demokrati-kan-en-statsminister-sta-ut-med-att-bli-stord/
ephemera, ACME, Chto Delat, degrowth.info, EcologiaPolitica Network, Jouranl of Peer Production, Radical Housing Journal, Undisciplined Environments, & Uneven Earth. (2021). Alternatives to mainstream publishing within and beyond academia. Ephemera: Theory and Politics in Organization, 21(4), 117–142.
Esbjørnsen, A. (2024, May 6). Studerendeindtager KU med telteogkampråb: »Det er vores generations ungdomsoprør« [Students take over KU with tents and battle cries: »It’s our generation’s youth rebellion«]. Uniavisen. https://uniavisen.dk/studerende-indtager-ku-med-telte-og-kampraab-det-er-vores-generations-ungdomsoproer/
Fernández-Suárez, I., García-González, M. A., Torrano, F., & García-González, G. (2021). Study of the prevalence of burnout in university professors in the period 2005–2020. Education Research International, 2021(1), 7810659.
Fitzpatrick, N., Parrique, T., & Cosme, I. (2022). Exploring degrowth policy proposals: A systematic mapping with thematic synthesis. Journal of Cleaner Production, 365, 132764.
Freire, P. (1974). Education for critical consciousness. Continuum.
Freire, P. (1992). Pedagogy of Hope. Continuum.
Gardner, C. J., Thierry, A., Rowlandson, W., & Steinberger, J. K. (2021). From Publications to Public Actions: The Role of Universities in Facilitating Academic Advocacy and Activism in the Climate and Ecological Emergency. Frontiers in Sustainability, 2.
Gardner, C. J., & Wordley, C. F. R. (2019). Scientists must act on our own warnings to humanity. Nature Ecology & Evolution, 3(9), 1271–1272.
Gelderloos, P. (2022). The Solutions are Already Here: Strategies for Ecological Revolution from Below. Pluto Press.
Ghosh, A. (2021). The nutmeg’s curse: Parables for a planet in crisis. University of Chicago Press.
Giroux, H. A. (2007). The University in Chains: Confronting the Military-Industrial-Academic Complex. Routledge.
Grosfoguel, R. (2013). The Structure of Knowledge in Westernized Universities: Epistemic Racism/Sexism and the Four Genocides/Epistemicides of the Long 16th Century. Human Architecture: Journal of the Sociology of Self-Knowledge, 11(1), 73–90.
GTA. (2020, February 26). Global Tapestry of Alternatives. GTA. https://globaltapestryofalternatives.org/index
Guillemaud, T., Facon, B., & Bourguet, D. (2019, June). Peer Community In: A free process for the recommendation of unpublished scientific papers based on peer review. ELPUB 2019 23rd Edition of the International Conference on Electronic Publishing. https://doi.org/10.4000/proceedings.elpub.2019.23
Hackman, H., & St Clair, A. L. (2012). Transformative cornerstones of social science research for global change. International Social Justice Council.https://belmontforum.org/wp-content/uploads/2012/06/issc_transformative_cornerstones_report.pdf
Hamilton, L. T., & Nielsen, K. (2021). Broke: The Racial Consequences of Underfunding Public Universities. University of Chicago Press.
Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14(3), 575–599.
Hickel, J. (2019). Degrowth: A theory of radical abundance. Real-World Economics Review, 87, 54–68.
Hiltner, S., Eaton, E., Healy, N., Scerri, A., Stephens, J. C., & Supran, G. (2024). Fossil fuel industry influence in higher education: A review and a research agenda. WIREs Climate Change, e904.
Hirson, B. (1979). Year of Fire, Year of Ash The Soweto Revolt: Roots of a Revolution? Zed Press.
Investigate Europe. (2023). European universities accept €260 million in fossil fuel money.Investigate Europe. https://www.investigate-europe.eu/posts/european-universities-accept-260-million-euros-fossil-fuel-money
Jayasuriya, K. (2023). Polycrisis or crises of capitalist social reproduction. Global Social Challenges Journal, 2(2), 203–211.
Jones, A. H. (2021). What is an Educational Good? Theorising Education as Degrowth. Journal of Philosophy of Education, 55(1), 5–24.
Juhl, M. (2024a, May 27). Expert: University of Copenhagen claims that it cannot avoid Israel assets ‘just a feeble excuse.’ Uniavisen. https://uniavisen.dk/en/expert-university-of-copenhagen-claims-it-cannot-avoid-israel-assets-just-a-feeble-excuse/
Juhl, M. (2024b, May 28). Københavns Universitet trækkerinvesteringerfrabesatteområder [The University of Copenhagen pulls investments from occupied territories]. Uniavisen. https://uniavisen.dk/koebenhavns-universitet-traekker-investeringer-fra-besatte-omraader/
Kallis, G. (2015). Can We Prosper Without Growth? 10 Policy Proposals. Green European Journal. https://www.greeneuropeanjournal.eu/can-we-prosper-without-growth-10-policy-proposals/
Kallis, G. (2019). Limits: Why Malthus Was Wrong and Why Environmentalists Should Care (1st ed.). Stanford Briefs.
Kallis, G., Kostakis, V., Lange, S., Muraca, B., Paulson, S., & Schmelzer, M. (2018). Research On Degrowth. Annual Review of Environment and Resources, 43, 291–316.
Kamerāde, D., Balderson, U., Burchell, B., Wang, S., & Coutts, A. (2020). Shorter Working Week and Workers’ Well-being and Mental Health.Centre for Business Research.https://ideas.repec.org//p/cbr/cbrwps/wp522.html
Kaufmann, N., Sanders, C., & Wortmann, J. (2019). Building new foundations: The future of education from a degrowth perspective. Sustainability Science, 14(4), 931–941.
Koch, M. (2022). Rethinking state-civil society relations. In Barlow, N., Regen, L., Cadiou, N., Chertkovskaya, E., Hollweg, M., Plank, C., Schulken, M. & Wolf, V. (Eds.) Degrowth & Strategy: How to bring about social-ecological transformation (pp. 170-181). Mayfly.
Lachapelle, P., Belmont, P., Grasso, M., McCann, R., Gouge, D. H., Husch, J., de Boer, C., Molzbichler, D., & Klain, S. (2024). Academic capture in the Anthropocene: A framework to assess climate action in higher education. Climatic Change, 177(3), 40.
Laketa, S., & Côte, M. (2023). Discomforts in the academy: From ‘academic burnout’ to collective mobilisation. Gender, Place & Culture, 30(4), 574–587.
la paperson, L. (2017). A Third University Is Possible: Uncovering the decolonizing ghost in the colonizing machine. University of Minnesota Press.
Latouche, S. (2014). Essays on frugal abundance. Degrowth: Misinterpretations and controversies. Simplicity Institute Report 14f.
Lawrence, M., Homer-Dixon, T., Janzwood, S., Rockstöm, J., Renn, O., & Donges, J. F. (2024). Global polycrisis: The causal mechanisms of crisis entanglement. Global Sustainability, 7, e6.
Lim, L. (2014). The people's republic of amnesia: Tiananmen revisited. Oxford University Press.
Lund University. (2023). Lund University strategy for sustainable development.Sustainability Forum. https://www.sustainability.lu.se/sustainability-lund-university/sustainability-strategy-and-sustainability-plan/lund-university-strategy-sustainable-development
Macleod, R. (1993). Passages in Imperial Science: From Empire to Commonwealth. Journal of World History, 4(1), 117–150.
McGeown, C., & Barry, J. (2023). Agents of (un)sustainability: Democratising universities for the planetary crisis. Frontiers in Sustainability, 4.
Mercer, B. (2020). Student Revolt in 1968: France, Italy and West Germany. Cambridge University Press.
Missé, B., & Martel, J. (2024). For Democratic Governance of Universities: The Case for Administrative Abolition. Theory & Event, 27(1), 5–29.
Mohr, S., de Coninck-Smith Ning, N., & Suárez Krabbe, J. (2019). Kønogakademia [Gender and academia]. Kvinder, Køn & Forskning, 1(2), 3–10.
Morgan, I., & Davies, P. (2012). From sit-ins to SNCC: The student civil rights movement in the 1960s. University Press of Florida.
Morin, E., & Kern, A. B. (1999). Homeland Earth: A Manifesto for the New Millennium. Hampton Press.
Morley, C. (2024). The systemic neoliberal colonisation of higher education: A critical analysis of the obliteration of academic practice. The Australian Educational Researcher, 51(2), 571–586.
Movementfora Free Academia. (2024). The Gothenburg Manifesto for a Free Academia. Movementfora Free Academia. https://www.freeacademia.org/
Muradian, R., & Gómez-Baggethun, E. (2021). Beyond ecosystem services and nature’s contributions: Is it time to leave utilitarian environmentalism behind? Ecological Economics, 185, 107038.
Nixon, J. (Ed.). (2017).Higher Education in Austerity Europe. Bloomsbury Academic.
Offenhartz, J. (2025, March 9). Immigration agents arrest Palestinian activist who helped lead Columbia University protests.AP News.https://apnews.com/article/columbia-university-mahmoud-khalil-ice-15014bcbb921f21a9f704d5acdcae7a8
Palestine Solidarity Campaign. (2025). University complicity database. Palestine Solidary Campaign. https://palestinecampaign.org/university-complicity-database/
Prádanos, L. I. (2015). The Pedagogy of Degrowth: Teaching Hispanic Studies in the Age of Social Inequality and Ecological Collapse. Arizona Journal of Hispanic Cultural Studies, 19, 153–168.
PRALER. (2024). What PRALER does. Praler. https://www.praler.net/what-we-do
Racimo, F., Galtier, N., Herde, V. D., Bonn, N. A., Phillips, B., Guillemaud, T., & Bourguet, D. (2022a). Ethical Publishing: How Do We Get There? Philosophy, Theory, and Practice in Biology, 14(15).
Racimo, F., Utochkin, D., De Rosa, S. P., Lund, J. F., Revenga, J. C., Toft Dyhr, L. M., Rutt, R., Thøgersen, M., Routhier, D., Questiaux, F., Mortensen, S., Møller Ziegler, M., Angelopoulou, V., Pappas, G., Lautrup, A., Boukoura, S., Pappa, E., Sandström, F., Kazepidou, E., Ejsing, M., Capelle, T., Konstantinidi, A., Dahler-Eriksen, L., Vienberg Hansen, A., Younes Aoussar, A., Bissenbakker, M., Madupe, P., Geelan, T., & Singh, D. (2024, June 7). What the University of Copenhagen can learn from Rafah Garden. UniAvisen. https://uniavisen.dk/en/what-the-university-can-learn-from-rafah-garden/
Racimo, F., Valentini, E., Rijo De León, G., Santos, T. L., Norberg, A., Atmore, L. M., Murray, M., Hakala, S. M., Olsen, F. A., Gardner, C. J., & Halder, J. B. (2022b). The biospheric emergency calls for scientists to change tactics. eLife, 11, e83292.
Russell, B. (2015). Beyond activism/academia: Militant research and the radical climate and climate justice movement(s). Area, 47(3), 222–229.
Schmelzer, M., Vetter, A., & Vansintjan, A. (2022). The Future is Degrowth: A Guide to a World Beyond Capitalism. Verso.
Schulken, M., Barlow, N., Cadiou, N., Chertkovskaya, E., Hollweg, M., Plank, C., Regen, L., & Wolf, V. (2022). Strategy for the multiplicity of degrowth. In Barlow, N., Regen, L., Cadiou, N., Chertkovskaya, E., Hollweg, M., Plank, C., Schulken, M. & Wolf, V. (Eds.), Degrowth & Strategy: How to bring about social-ecological transformation (pp. 9–34). MayFly.
Shahjahan, R. A., Estera, A. L., Surla, K. L., & Edwards, K. T. (2022). “Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts. Review of Educational Research, 92(1), 73–113.
Slaughter, S., & Leslie, L. L. (1999). Academic capitalism: Politics, policies, and the entrepreneurial university. Johns Hopkins University Press.
Slaughter, S., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state, and higher education. Johns Hopkins University Press.
Stein, S. (2022). Unsettling the University. Johns Hopkins University Press.
Stein, S., Ahenakew, C., Jimmy, E., De Oliveira Andreotti, V., Valley, W., Amsler, S., & Calhoun, B. (2021, January 1). Developing Stamina for Decolonizing Higher Education: A Workbook for Non-Indigenous People. Decolonial Futures. https://decolonialfutures.net/stamina-for-decolonizing-higher-education/
Stengers, I. (2018). Another Science is Possible: A Manifesto for Slow Science. John Wiley & Sons.
Stephens, J. C. (2024). Climate Justice and the University: Shaping a Hopeful Future for All. Johns Hopkins University Press.
Students 4 Gaza. (2024). A Global Map of Encampments and Demands. Students 4 Gaza. https://students4gaza.directory/
Sultana, F. (2023). Decolonizing Climate Coloniality. In R. Solnit & T. Young Lutunatabua (Eds.), Not too late: Changing the climate story from despair to possibility (pp. 58–65). Haymarket Books.
Tannock, S. (2025). On education and degrowth. British Journal of Sociology of Education, 46(4), 454–468. https://doi.org/10.1080/01425692.2025.2475957
The Ecoversities Alliance. (n.d.).Ecoversities - reclaiming knowledges,relationshipsand imaginations. Ecoversities. https://ecoversities.org/
Thierry, A., Horn, L., von Hellermann, P., & Gardner, C. J. (2023). “No research on a dead planet”: Preserving the socio-ecological conditions for academia. Frontiers in Education, 8.
Thomsen, C. S. (2024a, May 8). Interview: Hvad er det, Studerende mod Besættelsenkræveraf KU? [Interview: What are Students Against the Occupation demanding from the University?]. Uniavisen.https://uniavisen.dk/interview-hvad-er-det-studerende-mod-besaettelsen-kraever-af-ku/
Thomsen, C. S. (2024b, May 30). Studerende mod Besættelsentagerfuldtansvar for Lars Løkke-optrin [Students Against the Occupation take full responsibility for Lars Løkke antics]. Uniavisen.https://uniavisen.dk/studerende-mod-besaettelsen-tager-fuldt-ansvar-for-lars-loekke-optrin/
Universitat de Barcelona. (2024). La UB acoge un ciclosobre la crisis ecosocial para concienciaral alumnado[The UB hosts a course on the ecosocial crisis to raise awareness among students]. Noticias. https://web.ub.edu/web/actualitat/w/ub-cicle-crisi-escosocial
University of Copenhagen. (2023, October 2). Strategy 2030. University of Copenhagen. https://about.ku.dk/strategy-2030/
Urai, A. E., & Kelly, C. (2023). Rethinking academia in a time of climate crisis. eLife, 12, e84991.
van der Velde, R. (2024, June 2). ‘When the students start organising and working together, the powerful people get scared.’ A conversation with Lucas Rigillo. Eye on Global Health. https://eyeonglobalhealth.com/2024/06/02/when-the-students-start-organising-and-working-together-the-powerful-people-get-scared-a-conversation-with-lucas-rigillo/
van Eck, C. W., Messling, L., & Hayhoe, K. (2024). Challenging the neutrality myth in climate science and activism. Npj Climate Action, 3(1), 1–3.
Viberg, E. (2024, April 4). Aktivisteravbröt Ulf Kristersson: ”Förstörvårframtid” [Activists interrupted Ulf Kristersson: “Destroying our future”]. Lundagard. https://www.lundagard.se/2024/04/04/aktivister-avbrot-ulf-kristersson-forstor-var-framtid/
Watts, J., & Robertson, N. (2011). Burnout in university teaching staff: A systematic literature review. Educational Research, 53(1), 33–50.
We are KU. (2025). We are KU. We are KU. https://weareku.dk/
Westervelt, A. (2023, March 1). Fossil fuel companies donated $700m to US universities over 10 years. The Guardian. https://www.theguardian.com/environment/2023/mar/01/fossil-fuel-companies-donate-millions-us-universities
Whyte, K. P. (2017). Indigenous climate change studies: Indigenizing futures, decolonizing the Anthropocene. English Language Notes, 55(1), 153–162.
Whyte, K. P. (2018). Indigenous science (fiction) for the Anthropocene: Ancestral dystopias and fantasies of climate change crises. Environment and Planning E, 1(1–2), 224–242.
Wind, M. (2024). Towers of Ivory and Steel: How Israeli Universities Deny Palestinian Freedom. Verso.
Wright, E. O. (2010). Envisioning Real Utopias. Verso.
Wright, E. O. (2019). How to Be an Anticapitalist in the Twenty-First Century. Verso.
Yasar, F. (2023, December 15). Nidobletpå et år: Så mange millionerharKøbenhavns Universitet investeretivirksomheder med ulovligeaktiviteterpåVestbredden [Nine-fold in one year: This is how many millions the University of Copenhagen has invested in companies with illegal activities in the West Bank]. Uniavisen – Uafhængigafledelsen. https://uniavisen.dk/nidoblet-paa-et-aar-saa-mange-millioner-har-koebenhavns-universitet-investeret-i-virksomheder-med-ulovlige-aktiviteter-paa-vestbredden/
Yasar, F. (2024, January 23). 2.000 studerendeogansatteviltvingebestyrelsentil at trække KU’s investeringerpåVestbreddentilbage [2,000 students and staff want to force the board to withdraw UCPH's investments in the West Bank]. Uniavisen. https://uniavisen.dk/2-000-studerende-vil-tvinge-bestyrelsen-til-at-traekke-kus-investeringer-paa-vestbredden-tilbage/
Ziadah, R. (2025). Genocide, neutrality and the university sector. The Sociological Review, 73(2), 241–248. https://doi.org/10.1177/00380261251321336
Zimbalist, A. S. (1989). Comparing economic systems: A political-economic approach. Harcourt Brace Jovanovich.
How to cite
APA
Degrowth and decolonisation in academia: Intersecting strategies towards transformation . (2025). In Degrowth Journal (Vol. 3). https://doi.org/10.36399/Degrowth.003.01.09
MLA
“Degrowth and Decolonisation in Academia: Intersecting Strategies towards Transformation .” Degrowth Journal, vol. 3, July 2025, https://doi.org/10.36399/Degrowth.003.01.09.
Chicago
“Degrowth and Decolonisation in Academia: Intersecting Strategies towards Transformation .” 2025. Degrowth Journal. https://doi.org/10.36399/Degrowth.003.01.09.
Harvard
“Degrowth and decolonisation in academia: Intersecting strategies towards transformation ”(2025) Degrowth Journal. doi:10.36399/Degrowth.003.01.09.