Decolonial rhetoric has enveloped the South African academic world advocating for cognitive justice. Debates have increased exponentially, highlighting the complexities of the theme and the diversity of positionalities towards a decolonial solution. Thus, the imperative responsibility to explore the debates and participate in the active networks towards a partial solution has become clear. Therefore, this article explores the decolonial literature. It introduces the complexities of the epistemological field and upholds a pluri-versity of approaches. In this university converted into a pluri-versity, practices should be diverse in form and content, including knowledge systems historically excluded, but equally preserve those that, although imposed, should still be present for an ecology of knowledges. To do so, I argue that despite the use of African or indigenous methodologies being used as a way to decolonise research, we need to increase the use of participatory methodologies, in their diverse forms. Thus, diversifying our practices as researchers and combining them with traditional research practices is the only way to promote a pluriverse which is nurtured by diverse knowledge systems on our way towards decolonisation.

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使高等教育研究脱轨：从大学到多元化的方法

非礼拜式的言论笼罩了倡导认知正义的南非学术界。辩论成倍增加，凸显了主题的复杂性以及在非殖民化解决方案中立场的多样性。因此，探索辩论和参加积极的网络以寻求部分解决的当务之急变得很明确。因此，本文探讨了殖民主义文学。它介绍了认识论领域的复杂性，并坚持了多种方法。在这所转变为多学科的大学中，实践的形式和内容应多样化，包括历史上被排除在外的知识体系，但同样应保留那些虽然被强加但仍应存在于知识生态系统中的体系。为此，我认为，尽管使用非洲或土著方法作为非殖民化研究的一种方式，但我们仍需要更多地使用各种形式的参与式方法。因此，使我们作为研究者的实践多样化，并将其与传统研究实践相结合，是促进多学科发展的唯一方法，而多学科知识体系在我们走向非殖民化的过程中得到了培育。