Andreotti, V., Stein, S., Ahenakew, C. & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonisation: Indigeneity, Education & Society 4(1):21-40.
Bozalek, V. (2013). Equity and graduate attributes. In Alejandra Boni and Melanie Walker (eds.) Universities and Human Development. A Sustainable Imaginary for the XXI Century. London: Taylor and Francis. pp. 71-81
Bozalek, V. & Boughey, C. (2012). (Mis)framing higher education in South Africa”. Social Policy & Administration 46(6): 688–703. doi:10.1111/j.1467-9515.2012.00863.
Bozalek, V., Holscher, D. & Zembylas, M. (eds.) (2020) Nancy Fraser and Participatory Parity: Reframing social justice in South African higher education. London and New York: Routledge. ISBN 9780429055355 DOI https://doi.org/10.4324/9780429055355
Bozalek, V. & Leibowitz, B. (2012). An evaluative framework for a socially just institution. In B. Leibowitz (ed,) Higher Education for the Public Good: Views from the South. Trentham Books and Stellenbosch: SUN media. pp. 59-72.
Bozalek, V., Zembylas, M. Motala, S. & Holscher, D. (2021). Higher education hauntologies: Living with ghosts for a justice-to-come. London and New York: Routledge
Cooper, D. (2015).Social justice and South African university student enrolment data by “race”, 1998-2012: From “skewed revolution” to “stalled revolution.” Higher Education Quarterly 69 (3): 237–262.
Cooper, D. (2019). South African University Student Trends by ‘Race’ and (possibly) Social Class,1988-1998-2012: further insights into a ‘stalled revolution’. J. Reynolds, B. Fine & r. van Niekerk. Race, Class and the Post-apartheid Democratic State. Durban: UKZN Press .
Council on Higher Education (CHE). 2016. South African higher education reviewed: Two decades of democracy. Pretoria: Council on Higher Education.
Keet, A. (2014). Spectacle and Spectators: Higher Education and the ‘Disappearance’ of Democracy: Part 1: Exploration of the Critical Relationship Between Higher Education and the Development of Democracy in South Africa. South African Journal of Higher Education 28(3): 849-865.
la paperson. (2017). A Third University is Possible. Minneapolis: University of Minnesota Press.
Leibowitz, B. 2014. Conducive environments for the promotion of quality teaching in higher education in South Africa. Critical Studies in Teaching and Learning (CRISTAL) 2 (1): 49-73
Mackinlay, E. & Barney, K. (2014). ‘Unknown and Unknowing Possibilities: Transformative Learning, Social Justice and Decolonizing Pedagogy in Indigenous Australian Studies. Journal of Transformative Education, 12(1):54-73.
Makgoba, M. & Seepe, S. (2004). Knowledge and Identity: An African Vision of Higher Education Transformation. In S. Seepe. (ed) Towards an African Identity in Higher Education. Pretoria: Vista University.
Maringe, F. and Ojo, E. (eds.) (2017). Sustainable Transformation in African Higher Education: Research, Governance, Gender, Funding, Teaching and Learning in the African University. Rotterdam and Boston: Sense Publishers.
Mbembe, A. (2016). Decolonising the University: New Directions. Arts & Humanities in Higher Education, 15(1):29-45.
Mignolo, W. (2011). The Darker Side of Western Modernity: Global Futures, Decolonial Options. Durham, NC: Duke University Press.
Tuck, E., & Wayne Yang, K. (2012). ‘Decolonisation is not a metaphor. Decolonisation: Indigeneity, Education & Society 1(1):1-40.
Vally, S., Motala, E., Hlatshwayo, M., & Ngcwangu, S. (2019). South African Students Are Protesting – Again. Why It Needn’t Be This Way. The Conversation, 8 February 2019. Available at: http://theconversation.com/south-african-students-are-protesting-again-why-it-neednt-be-this-way-109964 [accessed February 2019].