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African Identities Volume 17, 2019 - Issue 2
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Articles

Decolonization of education: exploring a new praxis for sustainable development

Chinaza UleanyaEducational Management and Leadership Department, University of Johannesburg, Johannesburg, South AfricaCorrespondence[email protected]
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,
Yasmin RugbeerTeaching and Learning Centre, University of Zululand, Kwadlangezwa, Kwadlangezwa, South AfricaView further author information
&
Sunday Olawale OlaniranSocial Science Education, University of Zululand, Kwadlangezwa, Kwadlangezwa, South AfricaView further author information
Pages 94-107 | Received 06 Dec 2017, Accepted 21 Sep 2018, Published online: 02 Sep 2019

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Read on this site (4)

Sandiso Ngcobo & Makhulu Makumane. (2023) An analysis of lecturers’ beliefs and behaviour towards multilingual curriculum teaching material: a case study of isiZulu and English. African Identities 0:0, pages 1-16.
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Chinaza Uleanya. (2022) Rural University Education for Sustainable Development in South Africa: A Review. Africa Education Review 19:1, pages 160-176.
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Chinaza Uleanya. (2022) Rural undergraduate university students’ learning challenges in Africa: case study of Nigeria and South Africa. African Identities 20:1, pages 89-117.
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Chinaza Uleanya, Bongani Thulani Gamede & Azwidohwi Philip Kutame. (2020) Rural and irrelevant: exploration of learning challenges among undergraduates’ rural universities. African Identities 18:4, pages 377-391.
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Articles from other publishers (3)

Chinaza Uleanya, Oluwatoyin Ayodele Ajani & Euriel Momah. (2022) Degrees vs Skills: The Way Forward to Developing Rural Societies in Africa. Interchange 53:3-4, pages 653-666.
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Ronicka Mudaly & Sebastian Sanjigadu. (2022) Epistemic Journeying across Abyssal Lines of Thinking: Towards Reclaiming Southern Voices. Education as Change 26.
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Jako Olivier. 2021. Sustainable Development in Africa. Sustainable Development in Africa 91 107 .

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