Editorial

Almjeld, J. (2021). Transforming identities: Theorizing place(s) and space(s) in community engagement pedagogy. Journal of Higher Education Outreach and Engagement, 25(4), 59-73. https://files.eric.ed.gov/fulltext/EJ1342695.pdf

Anderson, B. (1983). Imagined Communities. Verso. Ashby, E. (1964). African Universities and Western Tradition. Harvard University Press.

Bezerra, J., Paterson, C., & Paphitis, S. (2021). Challenging the ‘Apartheids’ of Knowledge in Higher Education through Social Innovation. SUN Press. DOI: https://doi.org/10.52779/9781991201058

CHE. (2020, February). Community engagement as one of the core functions of Universities: Revisiting the idea of a university. Briefly Speaking, (11). Chilisa, B. (2012). Indigenous Research Methodologies. SAGE.

Dalmiya, V. (2007). Unravelling Leadership: ‘Relational Humility’ and the Search for Ignorance. In P. D. Hershock, M. Mason, & J. N. Hawkins (Eds.), Changing Education Leadership, Innovation and Development in a Globalizing Asia Pacific (pp. 297-323). Springer and Comparative Education Research Centre, University of Hong Kong. DOI: https://doi.org/10.1007/978-1-4020-6583-5_13

Grosfoguel, R. (2013). The structure of knowledge in westernised universities: Epistemic racism/sexism and the four genocides/epistemicides. Human Architecture: Journal of the sociology of self-knowledge, 1(1), 73-90.

Hall, B., & Tandon, R. (2017). Decolonization of knowledge, epistemicide, participatory research and higher education. Research for All, 1(1), 6-19. https://doi.org/10.18546/rfa.01.1.02 DOI: https://doi.org/10.18546/RFA.01.1.02

Hall, M. (2010). Community Engagement in South African Higher Education. In CHE (Ed.), Community Engagement in South African Higher Education. Kagisano 6 (pp. 1-52). CHE.

Harding, S. (1993). Rethinking standpoint epistemology: What is “strong objectivity”? In L. Alcoff & E. Potter (Eds.), Feminist epistemologies (pp. 49-82). Routledge.

Kelland, L., Lembethe, N., Maponya, M., & Tabensky, P. A. (2024). A pedagogy of being: Humanising learning environments in the South African tertiary sector. Journal of Applied Learning & Teaching, 7(1), 51-66. https://doi.org/10.37074/jalt.2024.7.s1.7 DOI: https://doi.org/10.37074/jalt.2024.7.S1.7

Lugones, M. (1987). Playfulness,“world”-travelling, and loving perception. Hypatia 2(2), 3-19. https://doi.org/10.1111/j.1527-2001.1987.tb01062.x DOI: https://doi.org/10.1111/j.1527-2001.1987.tb01062.x

Lugones, M. (2003). Pilgrimages/Peregrinajes: Theorizing Coalition Against Multiple Oppressions. Rowman & Littlefield. Mamdani, M. (1993). University crisis and reform: A reflection on the African experience. Review of African Political Economy, 20(58), 7-19. https://doi.org/10.1080/03056249308704016 DOI: https://doi.org/10.1080/03056249308704016

Nouwen, H. J. M. (1986). Reaching Out: The Three Movements of the Spiritual Life. Zondervan. Pietsch, S. (2013). Empire of Scholars. Manchester University Press.

Popkewitz, T. S. (1997). A changing terrain of knowledge and power: A social epistemology of educational research. Educational Researcher, 26(9), 18-29. https://doi.org/10.3102/0013189X026009018 DOI: https://doi.org/10.3102/0013189X026009018

Quijano, A. (2007). Coloniality and modernity/rationality. Cultural Studies, 21(2-3), 168-178. https://doi.org/10.1080/09502380601164353 DOI: https://doi.org/10.1080/09502380601164353

Rendón, L. I. (2008). Sentipensante (sensing/thinking) pedagogy: Educating for wholeness, social justice and liberation. Stylus Publishing.

Tumubweinee, P., & Luescher, T. M. (2019). Inserting space into the transformation of higher education. Journal of Student Affairs in Africa, 7(1), 1-13. DOI: https://doi.org/10.24085/jsaa.v7i1.3689

Watson, D. (2014). Foreword. In P. Temple (Ed.), The Physical University: Contours of space and place in higher education (pp. xxi-xxiv). Routledge.