Citations (57)
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Ann Anka. (2024) Using the concept of epistemic injustice and cultural humility for understanding why and how social work curricular might be decolonized. Social Work Education 0:0, pages 1-17.
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Sunil Banga. (2024) Theorising racist hate speech on UK university campuses through a CRT lens. Whiteness and Education 9:1, pages 68-81.
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Kevin Kester, Rira Seo & Nicki Gerstner. (2024) Prefigurative pedagogies for working toward peace and justice in changing times: insights from Korea. Journal of Peace Education 21:1, pages 108-133.
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Abiola Farinde-Wu, Melissa Winchell, Michael Baulier & Amy L. Cook. (2024) Race Matters: A Family–Educator Antiracist Curriculum Collaboration. Peabody Journal of Education 99:1, pages 89-108.
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Dermot Daly. (2023) The canon and the contemporary: change, challenge, conceit. Theatre, Dance and Performance Training 14:4, pages 462-477.
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Ingrid Harvold Kvangraven & Surbhi Kesar. (2023) Standing in the way of rigor? Economics’ meeting with the decolonization agenda. Review of International Political Economy 30:5, pages 1723-1748.
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Craig Neville. (2023) Developing critical decolonial awareness and reflection in language teachers at post-primary level: empowering student language teachers as agents of change. Irish Educational Studies 0:0, pages 1-21.
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Kapil Dev Regmi. (2022) Decolonizing epistemologies of the global South: Perspectives from Canada. Multicultural Education Review 14:4, pages 258-276.
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Billy Wong, Meggie Copsey-Blake & Reham ElMorally. (2022) Silent or silenced? Minority ethnic students and the battle against racism. Cambridge Journal of Education 52:5, pages 651-666.
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April-Louise Pennant. (2022) Who’s checkin’ for Black girls and women in the “pandemic within a pandemic”? COVID-19, Black Lives Matter and educational implications. Educational Review 74:3, pages 534-557.
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Manuel Madriaga & Colin McCaig. (2022) How international students of colour become Black: a story of whiteness in English higher education. Teaching in Higher Education 27:1, pages 84-98.
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Patrick Bracken, Suman Fernando, Sara Alsaraf, Michael Creed, Duncan Double, Tom Gilberthorpe, Rukyya Hassan, Sushrut Jadhav, Prem Jeyapaul, Diana Kopua, Megan Parsons, James Rodger, Derek Summerfield, Philip Thomas & Sami Timimi. (2021) Decolonising the medical curriculum: psychiatry faces particular challenges. Anthropology & Medicine 28:4, pages 420-428.
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Billy Wong, Reham ElMorally & Meggie Copsey-Blake. (2021) ‘Fair and square’: what do students think about the ethnicity degree awarding gap?. Journal of Further and Higher Education 45:8, pages 1147-1161.
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Steven A. Stolz. (2021) A NARRATIVE APPROACH EXPLORING NOTIONS OF JUSTICE IN EDUCATION. British Journal of Educational Studies 69:4, pages 415-435.
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Billy Wong, Reham Elmorally, Meggie Copsey-Blake, Ellie Highwood & Joy Singarayer. (2021) Is race still relevant? Student perceptions and experiences of racism in higher education. Cambridge Journal of Education 51:3, pages 359-375.
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Jason Arday. (2021) Race, education and social mobility: We all need to dream the same dream and want the same thing. Educational Philosophy and Theory 53:3, pages 227-232.
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Jason Arday, Dina Zoe Belluigi & Dave Thomas. (2021) Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy. Educational Philosophy and Theory 53:3, pages 298-313.
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Kevin Kester, Michalinos Zembylas, Loughlin Sweeney, Kris Hyesoo Lee, Soonjung Kwon & Jeongim Kwon. (2021) Reflections on decolonizing peace education in Korea: a critique and some decolonial pedagogic strategies. Teaching in Higher Education 26:2, pages 145-164.
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Sally Matthews. (2020) Reviewing the South African Political Studies Curriculum: Evaluating Responses to Calls for Decolonisation. Politikon 47:3, pages 321-341.
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Alex Baratta & Paul Vincent Smith. (2019) The confrontation of identities: how university students manage academic and religious selves in higher education. Educational Studies 45:6, pages 771-786.
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Kevin Kester. (2019) Whiteness, patriarchy, and peacebuilding in UN higher education: some theoretical and pedagogical implications from one case institution. Irish Educational Studies 38:4, pages 481-499.
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Rachel Roberts. (2019) English - the torch of life: reflections on the Newbolt Report from an ITE perspective. English in Education 53:3, pages 211-222.
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Kevin Kester. (2019) Reproducing peace? A CRT analysis of Whiteness in the curriculum and teaching at a University of The UN. Teaching in Higher Education 24:2, pages 212-230.
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Robert Stratford. (2019) Educational philosophy, ecology and the Anthropocene. Educational Philosophy and Theory 51:2, pages 149-152.
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Natalie Jester. (2018) Representation within higher education curricula: contextualising and advocating for feminist digital activism. Teaching in Higher Education 23:5, pages 606-618.
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Sophie Rudolph, Arathi Sriprakash & Jessica Gerrard. (2018) Knowledge and racial violence: the shine and shadow of ‘powerful knowledge’. Ethics and Education 13:1, pages 22-38.
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Kevin Kester. (2017) The contribution (or not) of UN higher education to peacebuilding: an ethnographic account. Globalisation, Societies and Education 15:4, pages 464-481.
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Yusef Waghid. (2017) Does a white curriculum matter?. Educational Philosophy and Theory 49:3, pages 203-206.
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Mona Beth Zignego. (2024) Liberatory Literacy Practices for Black Students Through a Lens of Care. The Reading Teacher.
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Anna Caffrey, Julie Botticello, Philomena Esinam Quarshie, Luul Ali, Paul Watts, Xabi Cathala & Joshua Ferrante. (2023) Student nurses' experiences of discrimination and racism on work placements: What can higher education institutions do?. Nurse Education Today 131, pages 105980.
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Kevin Kester. (2023) Revisiting ‘Asia as method’ in education research: problems and prospects. Asia Pacific Education Review 24:2, pages 181-186.
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Ashton R Cooper. (2021) Disrupting normal: A time for educational leadership to confront more than the pandemic. Management in Education 37:2, pages 101-103.
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Mohsen al Attar & Shaimaa Abdelkarim. (2021) Decolonising the Curriculum in International Law: Entrapments in Praxis and Critical Thought. Law and Critique 34:1, pages 41-62.
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Stephanie Dennison. (2023) Practising Inclusive Citation in Modern Languages Research: The View from Brazilian Film Studies. Modern Languages Open 2023:1.
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Nicole Redvers, Carlos A Faerron Guzmán & Margot W Parkes. (2023) Towards an educational praxis for planetary health: a call for transformative, inclusive, and integrative approaches for learning and relearning in the Anthropocene. The Lancet Planetary Health 7:1, pages e77-e85.
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Reham ElMorally, Billy Wong & Meggie Copsey-Blake. (2022) Is science, technology, engineering and mathematics in higher education sexist and racist? All surface, no substance. Equity in Education & Society 1:2, pages 216-236.
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Tasha L. Golden, Richard Sima, Grace Roebuck, Sonakshi Gupta & Susan Magsamen. (2022) Generating youth dialogue through the literary arts: A citywide youth health collaboration in the U.S.. Journal of Community Psychology 50:5, pages 2515-2529.
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Glen Jankowski, Rowan Sandle & Merissa Brown. (2022) Challenging the lack of BAME Authors in a Psychology Curriculum. Psychology of Women and Equalities Section Review 5:1, pages 18-36.
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Felicia Lazaridou & Andreas Heinz. 2022. Effective Elimination of Structural Racism. Effective Elimination of Structural Racism.
Shirin Housee. (2021) Enough is Enough: De-colonise, Diversify and De-construct the Curriculum. Social Policy and Society 21:1, pages 123-133.
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Maren Seehawer, Constance Khupe & Moyra Keane. 2022. Indigenous Methodologies, Research and Practices for Sustainable Development. Indigenous Methodologies, Research and Practices for Sustainable Development
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Simon Choat. (2020) Decolonising the political theory curriculum. Politics 41:3, pages 404-420.
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Natasha Dowey, Jenni Barclay, Ben Fernando, Sam Giles, Jacqueline Houghton, Christopher Jackson, Anjana Khatwa, Anya Lawrence, Keely Mills, Alicia Newton, Steven Rogers & Rebecca Williams. (2021) A UK perspective on tackling the geoscience racial diversity crisis in the Global North. Nature Geoscience 14:5, pages 256-259.
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Julia McClure. (2020) Connected global intellectual history and the decolonisation of the curriculum. History Compass 19:1.
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Breanna N. Harris, Pumtiwitt C. McCarthy, April M. Wright, Heidi Schutz, Kate S. Boersma, Stephanie L. Shepherd, Lathiena A. Manning, Jessica L. Malisch & Roni M. Ellington. (2020) From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Ecology and Evolution 10:22, pages 12581-12612.
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Marlon Lee MoncrieffeMarlon Lee Moncrieffe. 2020. Decolonising the History Curriculum. Decolonising the History Curriculum
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Sol Gamsu, Michael Donnelly & Richard Harris. (2018) The spatial dynamics of race in the transition to university: Diverse cities and White campuses in U.K. higher education. Population, Space and Place 25:5.
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Helen Vosper. 2019. Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion. Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion
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Mohsen al Attar & Shaimaa Abdelkarim. (2021) Decolonising the Curriculum in International Law: Entrapments in Praxis and Critical Thought. SSRN Electronic Journal.
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