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‘Decolonising the university curriculum’
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Both case studies contribute to the growing body of educational scholarship on practical methodologies for decolonising curricula.
“Both these case studies contribute to the growing body of educational scholarship on practical methodologies for decolonising curricula (for example, Luckett et al., 2021;Liyanage, 2020;Le Grange, 2016).”
From Methodologies for decolonising geography curricula in the secondary school and in initial teacher education (2022) · cites this paper as Le Grange, 2016
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Cites
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Research works printed but not linked: 14
- Ashcroft, B., G. Griffiths and H. Tiffin. 2000. Post-colonial studies: The key concepts. London: Routledge.
- DeCarvalho, J. J. and J. Flórez-Flórez. 2014. The meeting of knowledges: A project for the decolonisation of the university in Latin America. Postcolonial Studies 17(2): 122-139.
- Dei, G. 2000. Rethinking the role of indigenous knowledges in the academy. International Journal of Inclusive Education 4(2): 111-132.
- Deleuze, G. and F. Guattari. 1994. What is Philosophy? H. Tomlinson and G. Burchell (Trans.). New York: Columbia University Press.
- Gough, N. 2011. A complexivist view of higher education: Implications for curriculum design and research on teaching and learning. Invited keynote address at the 5 th annual university teaching and learning conference. Durban: University of KwaZulu-Natal, 26-28 September.
- Guattari, F. 2001. The three ecologies. Trans. Ian Pindar and Paul Sutton. London: The Athlone Press.
- Le Grange, L. 2007. Integrating western and indigenous knowledge systems: The basis for effective science education in South Africa? International Review of Education 53(5-6): 577-591.
- Le Grange, L. 2014. Currere's active force and the africanisation of the university curriculum. South African Journal of Higher Education 28(4): 1284-1294.
- Le Grange, L. 2015. Currere's active force and the concept of Ubuntu. Keynote address at the triennial conference of the International Association for the Advancement of Curriculum Studies (IAACS). University of Ottawa. 26-30 May.
- Odora-Hoppers, C. and H. Richards. 2011. Rethinking thinking: Modernity's 'other' and the transformation of the university. Pretoria: Unisa Press.
- Pinar, W. F. 2011. The character of curriculum studies: Bildung, currere and the recurring question of the subject. New York: Palgrave MacMillan.
- Pindar, I. and P. Sutton. 2001. Translators' introduction. In The three ecologies, ed. F. Guattari. Translated by I. Pindar and P. Sutton. London: The Athlone Press.
- Turnbull, D. 1997. Reframing science and other local knowledge traditions. Futures 29(6): 551-562.
- Wallin, J. J. 2010. A Deleuzian approach to curriculum: Essays on a pedagogical life. New York: Palgrave Macmillan.
Cited by
Sorted by citations
Shahjahan, R. A., Estera, A. L., Surla, K. L., & Edwards, K. T. (2022) · Review of Educational Research · doi:10.3102/00346543211042423 · Cited by 347
Maimela, C., & Mbonde, P. (2025) · Frontiers in Sociology · doi:10.3389/fsoc.2025.1543471 · Cited by 45
“Universities should revise curriculum policies to ensure AI adoption aligns with South African cultural and socio-political contexts (Le Grange, 2016).”
InfluentialMudaly, R. (2018) · Journal of Education · doi:10.17159/2520-9868/i74a04 · Cited by 33
Nayeri, C., & Rushton, E. A. C. (2022) · London Review of Education · doi:10.14324/lre.20.1.04 · Cited by 16
Metadata
- Authors
- L, L. G.
- Venue
- South African Journal of Higher Education
- Publisher
- Stellenbosch University
- Published
- 2016-06
- Volume
- 30
- Issue
- 2
- ISSN
- 1753-5913
- Cited by
- 159
- References
- 0
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