In his work The Ignorant Schoolmaster, philosopher Jacques Rancière suggests an alternative to the traditional teacher-student hierarchy. He proposes a dialogical relationship where both teacher and student embark on a shared journey of discovery—neither knowing in advance what the outcome will be. Inspired by this idea , we aim to explore what it means to “decolonise knowledge” as a dynamic, context-specific, and evolving practice in both research and teaching. Scholar Walter Mignolo argues that decolonising knowledge involves recognizing the geopolitical roots of knowledge—where it comes from and whose perspectives it reflects—while also restoring ways of knowing that have been silenced or erased by dominant Western traditions. For us this means questioning the assumption that Western ways of thinking—whether religious, scientific, or philosophical—are universal, and instead embracing the rich diversity of global knowledge systems.