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Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective (2021)

First Author: Motala S

Attributed to: Engaging teachers in peacebuilding in postconflict contexts: evaluating education interventions in Rwanda and South Africa funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.1080/13562517.2021.1947225

Publication URI: http://dx.doi.org/10.1080/13562517.2021.1947225

Type: Journal Article/Review

Parent Publication: Teaching in Higher Education

Issue: 7-8