The South African Higher Education Transformation Journey: Thirty Years after Democracy, edited by Grace Khunou and Nompumelelo Radebe

Authors

Zizhao Xiong Southwest Forestry University https://orcid.org/0009-0007-4426-5827
Qiujun Su Southwest Forestry University https://orcid.org/0000-0001-7067-9715
Yang Yao Southwest Forestry University https://orcid.org/0000-0002-8315-8342

higher education transformation, African epistemologies, curriculum decolonisation

School of Foreign Languages (International School), Southwest Forestry University

School of Foreign Languages (International School), Southwest Forestry University

School of Foreign Languages (International School), Southwest Forestry University

Idahosa, G. E., and Z. Mkhize. 2021. “Intersectional Experiences of Black South African Female Doctoral Students in STEM: Participation, Success and Retention”. Agenda: Empowering Women for Gender Equity 35 (2): 110–122. https://doi.org/10.1080/10130950.2021.1919533. DOI: https://doi.org/10.1080/10130950.2021.1919533

Mignolo, W. 2009. “Epistemic Disobedience, Independent Thought and De-colonial Freedom”. Theory, Culture and Society 26 (7–8): 159–181. https://doi.org/10.1177/0263276409349275. DOI: https://doi.org/10.1177/0263276409349275

Mkhize, Z. 2023. “Is It Transformation or Reform? The Lived Experiences of African Women Doctoral Students in STEM Disciplines in South African Universities”. Higher Education 86 (3): 637–659. https://doi.org/10.1007/s10734-022-00918-5. DOI: https://doi.org/10.1007/s10734-022-00918-5

Ndlovu-Gatsheni, S. J. 2018. Epistemic Freedom in Africa: Deprovincialization and Decolonization. London: Routledge. https://doi.org/10.4324/9780429492204. DOI: https://doi.org/10.4324/9780429492204