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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

Decolonising sociology: perspectives from two Zimbabwean universities

Simbarashe Gukurumea Department of Sociology and Social Anthropology, Great Zimbabwe University, Masvingo, ZimbabweCorrespondence[email protected]
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Godfrey Maringirab School of Humanities, Social Anthropology, Sol Plaatje University, Kimberley, South Africa;c University of Johannesburg, Anthropology and Development Studies, South AfricaView further author information
Pages 60-78 | Received 08 Nov 2019, Accepted 30 Jun 2020, Published online: 09 Jul 2020

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Ayokunle Olumuyiwa Omobowale, Olugbenga Samuel Falase, Mofeyisara Oluwatoyin Omobowale & Adebimpe Oluwabukade Adefila. (2023) Decolonising sociology through popular culture-music research: Nigeria’s liberal democracy in focus. Third World Quarterly 0:0, pages 1-19.
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Ana Gaio, Avril Joffe, Javier J. Hernández-Acosta & Milena Dragićević Šešić. (2023) Decolonising the cultural policy and management curriculum – reflections from practice. Cultural Trends 0:0, pages 1-18.
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Godfrey Maringira & Simbarashe Gukurume. (2021) Politics, (Re)Possession and Resurgence of Student Protests in South African Universities. Politikon 48:3, pages 486-505.
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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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Articles from other publishers (1)

Richard Race, Pere Ayling, Dorrie Chetty, Nasima Hassan, Stephen J McKinney, Lauren Boath, Nighet Riaz & Saima Salehjee. (2022) Decolonising curriculum in education: continuing proclamations and provocations. London Review of Education 20:1.
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