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)