In a recent article in this journal, Vorster and Quinn offered a set of recommendations on how academic staff developers can advise university lecturers on decolonising their curricula and methods. Their main advice was to integrate more African cultural elements into their teaching. However, Vorster and Quinn's advice is rather general. In this paper, I wish to complement their advice by giving some specific recommendations on how the decolonisation of education can happen in the field of philosophy. [This article offers a commentary on Jo-Anne Vorster and Lynn Quinn's "The 'Decolonial Turn': What Does It Mean for Academic Staff Development?" (EJ1149746).]