ABSTRACT. Institutions of higher education often claim to be harbingers of change, positioning themselves as agents of transformation, fostering belonging, access and recognition of alternative ways of being and knowing. But are these claims of diversity, inclusion and equity – of decoloniality – genuine? Or are they ideological fairytales? This work argues that in the context of institutions of ‘higher’ learning in or aligned with the epistemic paradigms of the Global North, the legacy of colonialism continues to shape what is taught, which languages are prioritised and whose ways of knowing and being are recognised. This work draws on my educational experiences as an international student writing ‘academically’ in pursuit of a PhD within an academic institution, geographically situated in the Global South/majority but culturally and ideologically aligned with the Global North/minority. Written as layered text, the work also draws on the concept of ‘mashup’ to pull together and juxtapose pieces of writing from different sources as part of the analysis. Pinar’s currere provides a method for critically reflecting on and discussing these autobiographical experiences in the context of the historical, social, political and cultural realities – and potential futures – of international higher education. Through lived experience, this paper foregrounds issues of power, silence and epistemic injustice as legacies of colonialism, often endured yet seldom discussed within academic institutions. However, it is ultimately an invitation to refuse, resist and disobey the uncritical adoption of Eurocentric ontologies and epistemologies, especially when they come at the expense of other ways of knowing and being, as a pathway to a post-fairytale academe free of the colonial, hegemonic ideologies, structures and hierarchies that currently cage us.

Keywords: international education; higher education; academic writing; currere, mashup; epistemic disobedience 

How to cite: El Mazbouh, M. (2026). A caged bird sings of freedom: A call for epistemic disobedience. Knowledge Cultures, 14(2), 79–117. https://doi.org/10.22381/kc14220265

Received February 28, 2026 • Received in revised form June 22, 2026
Accepted July 15, 2026 • Available online August 1, 2026