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A short and direct introduction sets out the context for this special section. After a brief sketch of each of the commentary pieces and how they fit together, the key question will then be posed: how are geographers now inserting themselves into these ongoing dynamics, and which particular aspects of the present moment are geography academics well-placed to address?

This critical review explores AI’s impact on trend research within fashion, scrutinising its capacity for ethical and nuanced analysis amidst industry reliance on its speed and perceived neutrality. Highlighting the risks of oversimplification and ethical oversight, it questions AI’s role in shaping a future that should reflect diverse cultural and professional integrity. It argues for a responsible AI utilisation that respects cultural nuances and social equities, urging for co-designing with diverse voices to ensure equitable and inclusive futures. Through a conversation with ChatGPT, this study underscores the need for a deeper understanding of AI’s application in creative processes, advocating for a thoughtful approach beyond mere replicating trends.

Abstract Decolonial and pluriversal perspectives have recently proliferated in organizational studies, challenging predominant Western and Eurocentric knowledge paradigms in management. Offering both a critique of and alternatives to hegemonic perspectives, the articles in the current special issue place front-and-center new possibilities that recognize multiple ways of knowing and organizing, particularly those originating within less visible, marginalized, Indigenous, or minority communities. The studies in this special issue question entrenched Eurocentric norms in management theory by privileging new perspectives that encompass three central and common concepts interwoven across this issue: hybridity, alterity, and affirmativity. These overarching themes reflect a commitment to acknowledging and integrating diverse epistemic traditions following the notion of pluriversality to resist simplistic or monolithic interpretations of human organizing practices. This commitment requires us to advocate for more inclusive publication practices beyond traditional norms to acknowledge the barriers posed by English-dominant publication outlets and standards. The present collection of articles offers an interdisciplinary exploration of decolonial practice and theory alongside a specific drive to diversify and pluralize organizational scholarship. By engaging with marginalized voices globally across contexts and organizational forms, we promote a reflexive and inclusive means to challenge hegemonic practices within academia itself and ultimately encourage organizational scholars to adopt decolonial frameworks that critique and renew management practices worldwide. Resumen Las perspectivas decoloniales y pluriversales han aparecido cada vez con más frecuencia en los estudios organizacionales, desafiando los paradigmas de conocimiento occidentales y eurocéntricos predominantes en el campo de la gestión. Los artículos de esta edición especial ofrecen una crítica y también alternativas a las perspectivas hegemónicas, poniendo en primer plano nuevas posibilidades que consideran las múltiples formas de conocer y organizar, en particular aquellas originadas en comunidades menos visibles, marginadas, indígenas o minoritarias. Los estudios presentados aquí cuestionan normas eurocéntricas arraigadas en la teoría de la gestión, privilegiando nuevas perspectivas que abarcan tres conceptos centrales y comunes entrelazados en la cuestión: hibridismo, otredad y afirmatividad. Estos temas son bastante amplios y reflejan un compromiso en reconocer e integrar diversas tradiciones epistémicas, siguiendo la noción de pluriversalidad para resistir interpretaciones simplistas o monolíticas de prácticas de organización humana. Tal compromiso requiere la defensa de prácticas editoriales más inclusivas, además de las normas tradicionales, para reconocer las barreras impuestas por medios y estándares de publicación dominados por el inglés. El conjunto de artículos publicados en esta edición realiza una exploración interdisciplinaria de la práctica y la teoría decoloniales, al mismo tiempo que demuestra un impulso específico para diversificar y pluralizar el campo de los estudios organizacionales. La participación de voces globalmente marginadas en todos los contextos y formas organizacionales contribuye a promover medios reflexivos e inclusivos para desafiar prácticas hegemónicas dentro de la propia academia y, finalmente, alentar a los académicos organizacionales a adoptar estructuras decoloniales capaces de criticar y renovar prácticas de gestión en todo el mundo. Resumo Perspectivas decoloniais e pluriversais têm aparecido com cada vez mais frequência nos estudos organizacionais, desafiando paradigmas de conhecimento ocidentais e eurocêntricos predominantes no campo da gestão. Os artigos desta edição especial oferecem uma crítica e também alternativas às perspectivas hegemônicas, colocando em primeiro plano novas possibilidades que consideram as múltiplas formas de se conhecer e organizar, particularmente aquelas originadas em comunidades menos visíveis, marginalizadas, indígenas ou minoritárias. Os estudos apresentados aqui questionam normas eurocêntricas arraigadas na teoria da gestão, privilegiando novas perspectivas que abrangem três conceitos centrais e comuns entrelaçados na questão: hibridismo, alteridade e afirmatividade. Esses temas são bastante abrangentes e refletem um compromisso em reconhecer e integrar diversas tradições epistêmicas, seguindo a noção de pluriversalidade de forma a resistir a interpretações simplistas ou monolíticas de práticas de organização humana. Tal compromisso requer a defesa de práticas editoriais mais inclusivas além das normas tradicionais para reconhecer as barreiras impostas por veículos e padrões de publicação de domínio inglês. O conjunto de artigos publicados nesta edição faz uma exploração interdisciplinar da prática e da teoria decoloniais ao mesmo tempo que demonstra um impulso específico para diversificar e pluralizar o campo dos estudos organizacionais. O envolvimento de vozes globalmente marginalizadas em todos os contextos e formas organizacionais contribui na promoção de meios reflexivos e inclusivos de desafiar práticas hegemônicas dentro da própria academia e, finalmente, encorajar acadêmicos organizacionais a adotar estruturas decoloniais capazes de criticar e renovar práticas de gestão em todo o mundo.

There is an increasing awareness of the significance of intellectual pluriversality worldwide in response to Western epistemic dominance in higher education. Yet, such a call has not been met by research that identifies concrete actions and structured efforts to promote diversity and the inclusion of knowledge. This article focuses on how to integrate Chinese and Western cultures and knowledge through the case of an exemplary Chinese scholar, Fei Xiaotong. It reviews Fei’s scholarly writings, biographies, and interviews with him by others, as well as the literature on him, to study his life experiences, perspectives, and research. A fundamental cultural appreciation attitude, engagement with multiple knowledges, and conducting of culturally oriented research agendas are the three key elements to demonstrate how he grew into a scholar with high achievement in integrating Chinese and Western knowledge. Finally, it discusses the implications of the three elements and possible challenges in higher education.

This Invited Commentary builds on my PhD research which involved exploring the value of arts-based participatory research for more inclusive and equitable ocean governance in South Africa, specifically emphasising the need to better recognise Indigenous and local knowledge systems in decision-making processes. In this commentary, I call attention to the concept of cognitive ocean equity and initiate a conversation about the role of arts-based research in embracing pluriversality in South African ocean governance.

This article addresses contradictions in the 'pluriverse' of radical alternatives to maldevelopment, and proposes an integrative framework for fostering productive convergences among its forces. It argues that the 2020s and 2030s will be pivotal decades, in which the current global conjuncture, characterized by intensifying economic turmoil, climate change, and ecological crises, will translate into increased mass discontent, global polarization, political instabilities, and social unrest across the world. However, there is no reason to believe that this intensification of crises will automatically result in the end of unproductive divisions among the global left. Thus, we argue that a higher level of proactivism, at a meta-ideological standing, which we refer to here as the ‘Commonist Project’, is both necessary and possible. The article proposes a fourfold framework of how to promote sustainable convergences and solidarities, going beyond temporary pragmatic coalitions and alliances. This proposal draws on the idea of ‘commoning transformative knowledge’, realized through creating new transversal integrative assemblages of alternative-futures-making initiatives. In the end, the argument is empirically supported by drawing on the authors’ critical reflections on their own cross-organizational experiences of fostering dialogic and praxis-based methodologies across various groups and forces pursuing post-capitalist alternatives through the People’s Sovereignty Network.

BackgroundOur article argues that the role of translingual instruction in mathematics classrooms is under-recognised in South Africa, as policymakers, teacher educators, teachers, learners, and parents assume that mathematics is just about numbers and calculations and not language. This is despite findings on the value of using children’s familiar language resources in MacDonald (1991), code-switching for meaning-making in mathematics and science learning by Setati et al. (2002) and Probyn (2015), and the findings by Mbude (2019) on using isiXhosa for boosting mathematical and science skills.ObjectivesThe main aim of our article is to examine the role of the Languaging-for-Learning (L4L) project in fostering ‘supportive teacher dispositions’ to translanguaging and bilingual and multilingual education. We will accomplish this aim through description and analysis of one Grade 8 and Grade 9 mathematics teacher and her learners who participated in the project.MethodThe study is a qualitative and interpretive linguistic ethnographic case study of a Grade 8 and Grade 9 mathematics teacher. The researchers used ethnographic methods to collect data and primarily draw on data transcribed from one of the video recordings of a lesson, fieldnotes of their classroom observations and still photographs from their classroom visits and L4L workshops. They used discourse analysis to interpret the data.ResultsThe research findings point to the critical role that fostering supportive teacher dispositions to translanguaging can play in teacher development and in supporting learners’ engagement and learning in multilingual mathematics classrooms.ContributionOur contribution to the field has been in demonstrating pluriversality in mathematics classrooms, showing how translanguaging enhances meaning-making and participation and helps to give voice to learners.ConclusionHaving multilingual resources, collaboratively building knowledge and resources and team teaching with teachers played a role in supporting the teacher’s development in pedagogical translanguaging.

As design evolves, language serves as a bridge between envisioned futures and the ontological elements of design that shape them. This manuscript presents an alternative glossary that gathers words from diverse disciplines and practices intersected by a decolonial lens that challenges hegemonical narratives. The glossary of the world to come results from a three-day workshop that focused on language as a formal, normative, and subversive tool capable of defining future behaviour and destabilizing the present. The terms are some among the many that exist to form this decolonial world.

Background: The fault lines exposed by the Coronavirus disease (COVID-19) pandemic and global economic recession unfolding during 2020 in societies around the world, reiterated the need for transforming higher education globally. In South Africa, transformation in higher education has been a priority since 1994. The first article in this journal was published in 2016 during the 2015-2016 #mustfall protests. During the protests, decolonisation and decolonising of higher education were central. Aim: A reflective analysis of articles published in the journal of Transformation in Higher Education 2016-2020. Setting: Transformation and decolonising in global and South African higher education. Method: A reflective analysis is done through a decolonial lens. The contributions of authors are reflected upon through three themes: place (local and global), epistemology and alienation. Results: Although I find the engagement with decolonising substantive, I argue that there is still a lack of publications on specifically decoloniality and decolonial analysis. Conclusion: I argue that the journal of Transformation in Higher Education provides a platform for difficult and robust discussions on decoloniality, transformation, epistemology, issues of sexuality, gender and race, internationalisation and possible pluriversalisation in higher education for South African and international scholars.

This paper explores what heritage conservation might become when it listens differently—when it opens itself to relational, situated, and community-led practices of care. Beginning with the provocation “Museums? I don’t think this is for us. Museums are far too clever for us,” voiced in the context of an ecomuseum, I interrogate the assumptions that underpin conventional heritage conservation: expert authority, linear temporality, and the desire to stabilize. Drawing on new materialism theories, I question the disciplinary logics that produce heritage as a human centred practice that look at objects as static and conservation as a neutral act. In contrast, I present ecomuseums not as policy model but as conceptual disruption—territories of care that emerge from entanglements of memory and place, becoming, therefore, an active force that are engaged in sustainable practices. In thinking with ecomuseum practices, I consider how conservation would look if shifted from colonial to liberative practices, from control to attention, from fixity to fluidity. I explore conservation as a field of relations—affective and unfinished. Finally, I offer a call for heritage practitioners to reimagine conservation not as the act of keeping things the same, but as an ongoing negotiation with change in a pluriversal world.