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Educational Review Volume 76, 2024 - Issue 1: A re-view of educational inequalities

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Epistemological process towards decolonial praxis and epistemic inequality of an international student

Aneta Hayesa School of Social, Political and Global Studies, Keele University, Keele, UKCorrespondence[email protected]
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Sylvie Lomerb Manchester Institute of Education, University of Manchester, Manchester, UK

https://orcid.org/0000-0002-6541-4453 View further author information

Sophia Hayat Tahac Faculty of Humanities and Social Sciences, Keele University, Keele, UK

https://orcid.org/0000-0003-0177-1862 View further author information

Pages 132-144 | Received 31 Jan 2022, Accepted 16 Aug 2022, Published online: 16 Sep 2022

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https://doi.org/10.1080/00131911.2022.2115463
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Citations (5)

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Taís Sonetti-González, María Mancilla García, Maria Tengö, Daiana C. M. Tourne, Fábio de Castro & Célia R. T. Futemma. (2023) Foregrounding Amazonian women through decolonial and process-relational perspectives for transdisciplinary transformation. Ecosystems and People 19:1.
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Gift Sonkqayi. (2023) Revisiting the debates on “epistemicide”: Insights from the South African school curriculum. Educational Review 0:0, pages 1-18.
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Aneta Hayes & Sylvie Lomer. (2023) International or international(-ised) students? Insights from continental Europe. International Studies in Sociology of Education 32:2, pages 434-442.
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Kieve Stone Saling. A gift, a bond, a prize that binds: examining scholarship awards in the era of ‘Ethical internationalisation’. Studies in Higher Education 0:0, pages 1-18.
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Articles from other publishers (1)

Natalie I. Cruz & Chris Glass. 2024. Supporting International Students in US Higher Education. Supporting International Students in US Higher Education 53 66 .

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