Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing meaning(s), (b) actualizing decolonization, and (c) challenges to actualizing, all related to DCP. We observed three major meanings of decolonization and four ways to actualize DCP that were associated with geographical, disciplinary, institutional, and/or stakeholder contexts. We argue that while there are similarities within the literature, ultimately the meanings, actualizations, and challenges of DCP are contextual, which has political and epistemological consequences. We end by offering directions for education research on DCP, revealing the possibility for a field or discipline of decolonial studies.

借鉴全球关于高等教育非殖民化课程和教学法 (DCP) 的跨学科文献，我们批判性地研究了世界各地学科和大学背景下的非殖民化理念。基于对 207 篇以英语发表的文章和书籍章节的批判性分析，并以知识框架的地缘政治为中心，我们提出了三个主题：(a) 非殖民化意义，(b) 实现非殖民化，以及 (c) 实现的挑战，都与 DCP 有关。我们观察到非殖民化的三个主要含义和实现与地理、学科、制度和/或利益相关者背景相关的 DCP 的四种方法。我们认为，虽然文献中有相似之处，但最终 DCP 的含义、实现和挑战是上下文相关的，这具有政治和认识论后果。我们最后为 DCP 的教育研究提供方向，揭示非殖民研究领域或学科的可能性。