Education
5. Pedagogy
- Ali, S. (2009). ‘Black Feminist Praxis: Some Reflections on Pedagogies and Politics in Higher Education’. Race Ethnicity and Education, 12(1), 79–86.
- Davids, M. N. (2018). ‘Ideology Critique as Decolonising Pedagogy: Urban Forced Removals as a Case Study’. Educational Research for Social Change, 7(0), pp.16-30.
- de Jong, S., Rosalba Icaza, O., & Rutazibwa, O. U. (2019). Decolonization and Feminisms in Global Teaching and Learning. Oxford: Routledge.
- hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
- Jacob, M. (2017). ‘Indigenous Studies Speaks to American Sociology: The Need for Individual and Social Transformations of Indigenous Education in the USA’. Social Sciences, 7(2), 1.
- Leonardo, Z., & Zembylas, M. (2013). ‘Whiteness as Technology of Affect: Implications for Educational Praxis’. Equity and Excellence in Education, 46(1), 150–65.
- Mackinlay, E., & Barney, K. (2014). ‘Unknown and Unknowing Possibilities: Transformative Learning, Social Justice, and Decolonising Pedagogy in Indigenous Australian Studies’. Journal of Transformative Education, 12(1), 54–73.
- Shahjahan, R. A. (2015). ‘Being “Lazy” and Slowing Down: Toward Decolonizing Time, Our Body, and Pedagogy’. Educational Philosophy and Theory, 47(5), 488–501.
- Tuck, E., & Yang, K. W. (2012). ‘Decolonization Is Not a Metaphor’. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
6. Policy/Governance
- Cloete, F. & Auriacombe, C., 2019, ‘Revisiting decoloniality for more effective research and evaluation’, African Evaluation Journal, 7(1), a363
- Bhopal, K., & Pitkin, C. (2020). ‘“Same Old Story Just a Different Policy”: Race and Policy Making in Higher Education in the UK’. Race Ethnicity and Education, 23(4), 530–547.
- Fataar, A. (2004). ‘Higher Education Policy Discourse in South Africa: A Struggle for Alignment with Macro Development Policy’. South African Journal of Higher Education, 17(2), 31–39.
- Frankema, E. H. P. (2012). ‘The Origins of Formal Education in Sub-Saharan Africa: Was British Rule More Benign?’ European Review of Economic History, 16(4), 335–55.
- Gillborn, D. (2005). ‘Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform’. Journal of Education Policy, 20(4), 485–505.
- Jöns, H., & Hoyler, M. (2013). ‘Global Geographies of Higher Education: The Perspective of World University Rankings’. Geoforum, 46, 45–59.
- Kaba, A. J. (2012). ‘Analyzing the Anglo-American Hegemony in the Times Higher Education Rankings’. Education Policy Analysis Archives, 20(21), 1–53.
- Katsiaficas, G. (1997) The subversion of politics : European autonomous movements and the decolonization of everyday life. New Jersey: Humanities Press.
- Long, M. C. (2004). ‘Race and College Admissions: An Alternative to Affirmative Action?’ Review of Economics and Statistics, 86(4), 1020–33.
- Puwar, N. (2004) Space Invaders : Race, Gender and Bodies Out of Place, London: Bloomsbury Publishing.
- Mamdani, M. (2007). Scholars in the Marketplace: The Dilemmas of Neo-Liberal Reform at Makerere University 1989 – 2005. Dakar: CODESRIA.
- Shahjahan, R. A., Blanco Ramirez, G., & Andreotti, V. O. (2017). ‘Attempting to Imagine the Unimaginable: A Decolonial Reading of Global University Rankings’. Comparative Education Review, 61(S1), S51–73.
- Shahjahan, R. A., Sonneveldt, E. L., Estera, A. L., & Bae, S. (2020). ‘Emoscapes and Commercial University Rankers: The Role of Affect in Global Higher Education Policy’. Critical Studies in Education, 1–16.
- Soudien, C. (2010). ‘Some Issues in Affirmative Action in Higher Education in South Africa’. South African Journal of Higher Education, 24(2), 224–37.
- Sriprakash, A., Myers, K., & Ramos-Pinto, P. (2020). Learning with the Past: Racism, Education, and Reparative Futures. Paris: UNESCO.
- Tikly, L., & Barrett, A.M. (Eds.). (2012). Education Quality and Social Justice in the Global South: Challenges for policy, practice and research (1st ed.). Abingdon: Routledge
- University Wankings. (2021). ‘Why are our rankings so white?’ In: Hall, B. L., & Tandon, R. Socially Responsible Higher Education: International Perspectives on Knowledge Democracy. Oxford: Brill.
- Walker, M., & Martinez-Vargas, C. (2020). Epistemic governance and the colonial epistemic structure: towards epistemic humility and transformed South-North relations. Critical Studies in Education, 63(5), 556–571.
- Warikoo, N., & Utaukwa, A. (2019). ‘A Solution to Multiple Problems: The Origins of Affirmative Action in Higher Education around the World’. Studies in Higher Education, 1–15.
- Warikoo, N. M. (2019). The Diversity Bargain: And Other Dilemmas of Race, Admissions, and Meritocracy at Elite Universities. Chicago: University of Chicago Press.
- Wilks, J., Kennedy, G., Drew, N., Wilson, K. (2019) Revisiting decoloniality for more effective research and evaluation. African Evaluation Journal (Vol. 7, Issue 1)