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Third World Thematics: A TWQ Journal Volume 5, 2020 - Issue 1-2: Decolonising Curricula and Pedagogy in Higher Education
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Decolonising Curricula and Pedagogy in Higher Education

Initiating decolonial praxis: childhood studies curricula in an English university

Dimitrina KanevaSchool of Education and Professional Development, University of Huddersfield, Huddersfield, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-5965-5285View further author information
ORCID Icon,
Jo BishopSchool of Education and Professional Development, University of Huddersfield, Huddersfield, UKORCID Iconhttps://orcid.org/0000-0003-2729-8081View further author information
ORCID Icon &
Nicole E. WhitelawSchool of Education and Professional Development, University of Huddersfield, Huddersfield, UKORCID Iconhttps://orcid.org/0000-0002-9578-4738View further author information
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Pages 79-96 | Received 06 Oct 2019, Accepted 27 Apr 2020, Published online: 19 May 2020

Citations (6)

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Read on this site (3)

James Reid & Dimitrina Kaneva. (2022) ‘Finding a voice’: utilising Tronto’s ethic of care framework for developing students’ attentiveness to voice in a university module. European Early Childhood Education Research Journal 30:1, pages 164-177.
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Shannon Morreira, Kathy Luckett, Siseko H. Kumalo & Manjeet Ramgotra. (2020) Confronting the complexities of decolonising curricula and pedagogy in higher education. Third World Thematics: A TWQ Journal 5:1-2, pages 1-18.
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Danielle H. Heinrichs. (2020) Decoloniality, Spanish and Latin American studies in Australian universities: ¿es un mundo ch’ixi posible?. Third World Thematics: A TWQ Journal 5:1-2, pages 37-59.
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Articles from other publishers (3)

Tatek Abebe, Anandini Dar & Ida M Lyså. (2022) Southern theories and decolonial childhood studies. Childhood 29:3, pages 255-275.
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Helen Lomax, Kate Smith, Jo McEvoy, Eleanor Brickwood, Kathrine Jensen & Belinda Walsh. (2022) Creating online participatory research spaces: insights from creative, digitally mediated research with children during the COVID-19 pandemic. Families, Relationships and Societies 11:1, pages 19-37.
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Mai Abu Moghli & Laila Kadiwal. (2021) Decolonising the curriculum beyond the surge: Conceptualisation, positionality and conduct. London Review of Education 19:1.
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