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This paper, which also serves as a foreword to the special issue “Decolonizing CSR” of the Revue de l’Organisation Responsable, reviews the debates and perspectives offered by a decolonial approach at the theoretical, pedagogical, and research levels. The authors’ analysis sheds new light on education, teaching, and the construction of course syllabi, and proposes concrete avenues for putting the decolonization of knowledge, and more specifically that of CSR, into practice within higher education institutions.