Abstract

This article explores the enduring influence of colonial power structures in higher education through the development and application of the Pillars of Privilege framework. Grounded in decolonial theory and intersectional analysis, the framework identifies capitalism, patriarchy, racism, and ableism as interlocking systems that shape who belongs in the academy and whose knowledge is legitimised. While recent calls to decolonise higher education have gained prominence, many remain confined to surface-level reforms that fail to address the deeper epistemic and structural foundations of exclusion. This article argues for a more critical, reflective, and praxis-oriented approach that foregrounds educator positionality and responsibility in challenging these intersecting hierarchies. By synthesising theoretical insights with lived realities, the Pillars of Privilege offer a tool for understanding the relational nature of power in academic spaces and for reimagining institutions as sites of collective justice, belonging, and epistemic plurality. The article concludes by identifying future directions for research and institutional transformation, with particular emphasis on the roles of digital technologies, inclusive pedagogy, and reimagined models of leadership and learning.