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African Identities Volume 17, 2019 - Issue 3-4
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Articles

Attaining epistemic justice through transformation and decolonisation of education curriculum in Africa

Dennis MasakaDepartment of Philosophy and Religious Studies, Great Zimbabwe University, Masvingo, Zimbabwe;Department of Philosophy, University of the Free State, Bloemfontein, South AfricaCorrespondence[email protected]
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Pages 298-309 | Received 16 Nov 2018, Accepted 09 Oct 2019, Published online: 29 Nov 2019

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Kuchah Kuchah, Laela Adamson, Aline Dorimana, Aloysie Uwizeyemariya, Alphonse Uworwabayeho & Lizzi O. Milligan. (2022) Silence and silencing in the classroom: Rwandan girls’ epistemic exclusion in English medium basic education. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Articles from other publishers (5)

Tony Wall, Maribel Blasco, Stella M Nkomo, Marton Racz & Marcela Mandiola. (2023) In Praise of Shadows : Exploring the hidden (responsibility) curriculum . Management Learning 54:3, pages 291-304.
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Shona McIntosh & Rachel Wilder. (2022) Toward Epistemically-Just Research: A Methodologies Framework. Cultural Studies ↔ Critical Methodologies 23:3, pages 235-245.
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Sarah Cummings, Charles Dhewa, Gladys Kemboi & Stacey Young. (2023) Doing epistemic justice in sustainable development: Applying the philosophical concept of epistemic injustice to the real world. Sustainable Development 31:3, pages 1965-1977.
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Miriam Chitiga, Kolawole Samuel Adeyemo & Carmen Wade. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 350 355 .
Malcolm Tight. (2022) Decolonization and Higher Education: A Critical Review of a Contemporary Concern, Policy and Theory. Higher Education Policy.
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