Decolonising the curriculum is an ongoing and collective effort: Responding to Townsend (2020) and Gibson and Farias (2020)

This paper responds to Townsend (2020), and Gibson and Farias (2020), who were invited to write commentaries regarding Simaan’s (2020) ‘Decolonising occupational science education through learning activities based on a study from the Global South’. My reply acknowledges work done by scholars in the Global North and South, both in and outside occupational science, that critiques Western-centric hegemony in academia. It recognises the multiple aspects of decolonial work in occupational science education, and its collective and continuous nature. I argue that my objective of stimulating reflections and discussion about decolonising occupational science education and knowledge has been achieved by this collective effort to extend this discourse. Future reflections, research, and activism in this area are of paramount importance if we are to truly decolonise occupational science.