Citations (50)
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Dilnoza Ubaydullaeva. (2023) Securitization of Higher Education Expansion in Authoritarian States: Uzbekistan’s Seemingly “Elite” Tertiary System. Problems of Post-Communism 70:3, pages 305-316.
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Johanna Annala. (2022) Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions. Teaching in Higher Education 27:8, pages 1084-1102.
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Michael Robert Seats. (2022) The voice(s) of reason: conceptual challenges for the decolonization of knowledge in global higher education. Teaching in Higher Education 27:5, pages 678-694.
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Saloshna Vandeyar. (2022) Decolonising Higher Education: The Academic’s Turn. Equity & Excellence in Education 55:3, pages 189-202.
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Arinola Adefila, Rafael Vieira Teixeira, Luca Morini, Maria Lúcia Teixeira Garcia, Tania Mara Zanotti Guerra Frizzera Delboni, Gary Spolander & Mouzayian Khalil-Babatunde. (2022) Higher education decolonisation: #Whose voices and their geographical locations?. Globalisation, Societies and Education 20:3, pages 262-276.
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Michalinos Zembylas. (2022) Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory. Teaching in Higher Education 0:0, pages 1-15.
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Hamza R’boul. (2022) English medium instruction in Moroccan universities: implications for multilingualism, linguistic dependency and epistemic justice. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Mike Mimirinis. (2022) What do undergraduate students understand by excellent teaching?. Higher Education Research & Development 41:2, pages 466-480.
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Anwar Shaik & Peter Kahn. (2021) Understanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university. Teaching in Higher Education 26:7-8, pages 969-985.
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Dilnoza Ubaydullaeva. (2021) Student online protests in Uzbekistan: democratization of higher education as concomitant to the COVID-19 crisis?. Central Asian Survey 40:3, pages 382-399.
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Donna Hannaway & Hannelie Du Preez. (2021) Ethnocentric Shapeshifting: Seeking Traces of Culturally Responsive Teaching and Caring amongst Early Childhood Education Lecturers. Africa Education Review 18:1-2, pages 51-68.
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Claudia De Grandi, Zachary B. Smithline, Philip M. Reeves, Teddy G. Goetz, Nathaniel Barbour, Erika Hairston, Joyce Guo, Fadeke Muraina, Joel A. Bervell, Lauren M. Chambers, Helen Caines, Andrew D. Miranker & Simon G. J. Mochrie. (2021) STEM Climate survey developed through student–faculty collaboration. Teaching in Higher Education 26:1, pages 65-80.
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Saloshna Vandeyar. (2020) Why decolonising the South African university curriculum will fail. Teaching in Higher Education 25:7, pages 783-796.
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Kibashini Naidoo, Sheila Trahar, Lisa Lucas, Patricia Muhuro & Gina Wisker. (2020) ‘You have to change, the curriculum stays the same’: decoloniality and curricular justice in South African higher education. Compare: A Journal of Comparative and International Education 50:7, pages 961-977.
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Katherine Arbuckle. (2020) Between a Formalist Rock and a Contextually Hard Place: The Gaps and Tensions Challenging Visual Arts Curricula in South African Higher Education. Critical Arts 34:5, pages 139-152.
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Simbarashe Gukurume & Godfrey Maringira. (2020) Decolonising sociology: perspectives from two Zimbabwean universities. Third World Thematics: A TWQ Journal 5:1-2, pages 60-78.
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Kathy Luckett & Suellen Shay. (2020) Reframing the curriculum: a transformative approach. Critical Studies in Education 61:1, pages 50-65.
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Kathy Luckett & Veeran Naicker. (2019) Responding to misrecognition from a (post)/colonial university. Critical Studies in Education 60:2, pages 187-204.
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Kate le Roux. (2019) Navigating the discursive tensions of the public university: the case of a South African student. Teaching in Higher Education 24:2, pages 231-247.
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Gifty Oforiwaa Gyamera & Penny Jane Burke. (2018) Neoliberalism and curriculum in higher education: a post-colonial analyses. Teaching in Higher Education 23:4, pages 450-467.
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Karen Ellery. (2017) Framing of transitional pedagogic practices in the sciences: enabling access. Teaching in Higher Education 22:8, pages 908-924.
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Corinne R. Knowles, Nomphumelelo Q. Babeli, Athabile Ntlokwana, Zhikona Q. Ntombolwana & Zinathi Z. Sobuza. (2023) The politics of knowledge in South African universities: Students’ perspectives. Transformation in Higher Education 8.
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