This chapter explores the ways in which Fraser's work might assist in making sense of the different manifestations of coloniality in South African higher education. In particular, this chapter considers the possibilities and limitations of Nancy Fraser's contribution towards recent calls and efforts to create a free, decolonised higher education in South Africa. To accomplish this, the chapter reviews a range of approaches that have been proposed for a decolonisation of higher education in South Africa and, against this background, it identifies and discusses a selection of some key concepts and issues raised in Fraser's work. All these issues and concepts inspired by Fraser's work demonstrate new theoretical and conceptual openings for rethinking the complex parameters of decolonisation in South African higher education and beyond. As it is argued, Fraser's scholarship points not just to gaps in the emancipatory claims of the decolonisation debate, but to the dangers of essentialising contexts and knowledge systems, and of seeing them as bounded rather than as entangled