IB Theory of Knowledge · Decolonial Series

Knowing
Otherwise

African, Indigenous, and Global-South Epistemologies
for IB Theory of Knowledge

Invite Me to Your School

Three Volumes.
One Reckoning.

The first IB-facing scholarly series to place decolonial epistemology, African and Indigenous knowledge systems, and non-Western philosophy at the structural center of Theory of Knowledge — not as addenda, but as the organizing logic.

Available Now

Volume 1

Knowing Otherwise

The Argument

Sixteen chapters that dismantle the Eurocentric default of IB TOK and rebuild it from African, Indigenous, and Global South foundations.

Table of Contents

  • Pre.The Commission
  • 01African Agency Leads
  • 02What TOK 2022 Actually Says, and What It Defaults To
  • 03Reading the IB's Own Receipts
  • 04Kurukan Fuga as Governance Epistemology
  • 05African Women as Architects
  • 06Ubuntu, Badenya, Role-Ethics
  • 07The Jeli as Knowledge System
  • 08Sinology and the Ars Contextualis
  • 09Two Walls
  • 10The Americas Lead
  • 11LGBTQIAA+ Affirming Epistemology
  • 12The Disabled and Neurodivergent Knower
  • 13Data as Scale of Mandate
  • 14Citation as Method
  • 15How TOK Could Run
  • 16Holding the IB to Its Own Receipts
  • CodaReception, Refusal, Repair
Available Now

Volume 2

Knowing Otherwise

The Practitioner Workbook

Sixteen units paired to Vol. 1 — facilitation scripts, classroom moves, essay scaffolds, and exhibition prompt banks, ready to use on Monday.

Table of Contents

  • 01African Agency Leads
  • 02What TOK 2022 Actually Says
  • 03Reading the IB's Own Receipts
  • 04Kurukan Fuga as Governance Epistemology
  • 05African Women as Architects
  • 06Ubuntu, Badenya, Role-Ethics
  • 07The Jeli as Knowledge System
  • 08Sinology and the Ars Contextualis
  • 09Two Walls
  • 10The Americas Lead
  • 11LGBTQIAA+ Affirming Epistemology
  • 12The Disabled and Neurodivergent Knower
  • 13Data as Scale of Mandate
  • 14Citation as Method
  • 15How TOK Could Run
  • 16Holding the IB to Its Own Receipts
Available Now

Volume 3

Knowing Otherwise

The Cinema Course

Twelve chapters using global cinema as the epistemological lens — from Sembène to Coogler, from Battle of Algiers to Sinners.

Table of Contents

  • 01The Anti-Conquest Tradition on Celluloid
  • 02African Cinema as Epistemological Production
  • 03The Diaspora Screen
  • 04Return, Refusal, and the Stolen Epic
  • 05Mainland Chinese Cinema: 知行合一
  • 06Hong Kong Cinema: Knowledge Under the Handover
  • 07South Asian and Diaspora Cinema
  • 08Pacific and Indigenous Cinema
  • 09Latin American & Global South Cinema
  • 10Sport as Epistemology
  • 11Gender, Sexuality & the Knowledge the Screen Refused
  • 12The Library That Did Not Burn

Bring the Work Into the Room

The books are rigorous. In-person facilitation makes them transformative. I work directly with IB faculty, TOK coordinators, and school leadership to move these frameworks from the page into curriculum design, assessment practice, and institutional culture.

This is not a keynote you forget by Monday. It is sustained, specific engagement with the hardest questions your TOK program has been avoiding.

"The IB claims to value diverse perspectives. These sessions ask schools to prove it — and show them how."

Single-Day Faculty Institute

A full day with your TOK team. We read, debate, map decolonial frameworks to your current units, and leave with concrete curriculum revisions. Ideal for professional development days.

Multi-Day Residency

Two to four days on campus. Includes student-facing sessions, faculty coaching, and a structured review of your TOK course against the full decolonial framework. Produces a written audit report.

IB Conference Keynote

Available for regional IB conferences, IB Africa workshops, and international educator summits. 60–90 minute keynote with facilitated discussion.

TOK Coordinator Intensive

A targeted 3-hour session for TOK and DP coordinators. Focused on assessment design, exhibition prompts, and essay feedback through a decolonial lens.

The Implementation Layer

The community is not a substitute for the books — it is where the books become practice. Faculty who read the texts come here to share what worked, get feedback on units, access facilitation guides, and connect with a global network of educators doing the same work.

It is also where I am available between in-person engagements — answering questions, hosting live sessions, and pushing the curriculum development further than any single visit could.

Reader

$0

Always free

  • Public discussion forum
  • Monthly newsletter
  • One free facilitation guide (Ch. 01)
  • Events calendar
Join Free

School Licence

$89/mo

Up to 10 faculty · or $850/year

  • Everything in Practitioner × 10 seats
  • Annual 90-min virtual curriculum audit with the author
  • School-specific discussion channel
  • Priority booking for in-person residencies
  • Annual letter of engagement for PD documentation

The books and the community are not the same offer.

The books deliver the framework. The community delivers the practice, the peer accountability, and the ongoing development that no book alone can provide. A faculty member can buy Vol. 1 without joining the community. But the ones who join will use Vol. 1 better, recommend it to colleagues, and become the advocates who move their schools. Each tier reinforces the one below it. None of them compete.

Explore the Full Community →

Ready to Bring This to Your School?

Whether you want to order the books, explore a school licence, or book an in-person facilitation — every conversation starts with your school's specific context.