Shifting sands: The decoloniality of geography and its curriculum in South Africa

Authors

  • Dianne Long School of Education, Social and Economic Science Division, University of the Witwatersrand, Johannesburg, South Africa
  • Mwazvita S. Dalu Department of Geography, College of Agriculture and Environmental Science, University of South Africa, Pretoria, South Africa https://orcid.org/0000-0001-6757-316X
  • Reuben L. Lembani Department of Geography, College of Agriculture and Environmental Science, University of South Africa, Pretoria, South Africa https://orcid.org/0000-0001-9163-5199
  • Ashley Gunter Department of Geography, College of Agriculture and Environmental Science, University of South Africa, Pretoria, South Africa https://orcid.org/0000-0002-0993-0955

DOI:

https://doi.org/10.17159/sajs.2019/5738

Keywords:

African collaboration, post-colonial theory, indigenous knowledge

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Published

2019-09-26

Issue

Vol. 115 No. 9/10 (2019)

Section

Commentary

License

Creative Commons License
All articles are published under a Creative Commons Attribution 4.0 International Licence

Copyright is retained by the authors. Readers are welcome to reproduce, share and adapt the content without permission provided the source is attributed.

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How to Cite

Long, D., Dalu, M. S., Lembani, R. L., & Gunter, A. (2019). Shifting sands: The decoloniality of geography and its curriculum in South Africa. South African Journal of Science, 115(9/10). https://doi.org/10.17159/sajs.2019/5738
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