As an academic journal that is committed to decolonising knowledge production, manuscripts are accepted in English, isiZulu and Sesotho. With specification to the English language, please refer to the general referencing, punctuation and spelling guidelines below.
For all manuscripts, non-discriminatory language is mandatory. Sexist or racist terms must not be used.
All manuscripts submitted to the Journal for review should not exceed 7 000 words including references, footnotes, endnotes and captions. For conceptual, philosophical, qualitative papers including multiple studies, up to 9 000 words will be considered. Authors should include a word count in their submissions.
Abstracts for manuscripts are required and should not exceed 150 words. Each manuscript should have a list of four to five keywords. Where necessary, the organisation and structure of the article should be made clear by sub- and sub-sub-headings. Empirical manuscripts should include the following sections: Introduction; Method (with subsections: Participants, Procedure, Measures, Research design); Results; Discussion; References; Appendices.
All authors of a manuscript should include their full names, affiliations, postal addresses, telephone numbers and email addresses on the cover page of the manuscript. One author should be identified as the corresponding author. Please give the affiliation where the research was conducted. If any of the named co-authors moves affiliation during the peer review process, the new affiliation can be given as a footnote. Please note that no changes to affiliation can be made after the manuscript is accepted. Please note that the email address of the corresponding author will be displayed in the online pdf. Please supply a short biographical note for each author under the heading ‘About the author’, covering relevant qualifications, organisational affiliation and research interests. Please also supply authors’ ORICDs where possible.
Mignolo (2009) frames decoloniality as an option among many within the global academe, while Wiredu (1998) argues that decolonisation ought to be viewed as a mode of self-actualisation for African people, suggesting the need to decolonise African religion and philosophy.
Secondly, revealing the epistemic location of the author aligns with the aim of attaining epistemic justice for the bodies that continue to be disenfranchised by the structure of knowledge in westernised universities (Grosfoguel 2013).
As Grosfoguel (2007: 213) puts it in ‘The Epistemic Decolonial Turn’, the task of the decolonial theorist consists in revealing the loci of enunciation of all texts, which takes the form of ‘distinguishing between the epistemic location and the social location of the speaker’.
The latter appear as engagements with decoloniality but in fact do little more than shore up white ignorance and intellectual mediocrity, construed as white mediocrity (see Darity 2013; DuBois 1932; Gordon 2011) in the academe, not only in South Africa but also globally (see Almeida 2015).
To better understand what could be meant by justice in this case, the work of Steve Biko is useful. He writes:
It is not surprising, therefore, that in South Africa, after generations of exploitation, white people on the whole have come to believe in the inferiority of the Black [wo]man, so much so that while the race problem started as an offshoot of the economic greed exhibited by white people, it has now become a serious problem on its own. (Biko /2004: 97)
Biko, S. (/2004). I write what I like. Johannesburg: Picador Africa.
Freire, P. (/2003). Pedagogy of the oppressed, trans. Myra Bergman Ramos. New York: Continuum.
Chapter in a book
Santos, B.S. (2016). The university at a crossroads. In R. Grosfoguel, R. Hernández & E. Rosen Velásquez (eds), Decolonizing the westernized university: Interventions in philosophy of education from within and without (pp. 3–14). Lanham, MD: Lexington Books.
Ivanhoe, P.J. (2011). Moral tradition respect. In C. Fraser, D. Robins & T. O’Leary (eds), Ethics in early China: An anthology (pp. 161–174). Hong Kong: Hong Kong University Press.
Working Paper/ Occasional Paper
Darity Jr, W. (2013). Confronting those afﬁrmative action grumbles. Political Economy Research Institute Working Paper Series No. 309. Amherst, MA: Political Economy Research Institute.
Lebakeng, J.T., Phalane, M.M. & Nase, D. (2006). Epistemicide, institutional cultures and the imperative for the Africanisation of universities in South Africa. Alternation, 13(1): 70–87.
Nyoka, B. (2013). Negation and affirmation: A critique of sociology in South Africa. African Sociological Review, 17(1): 2–24.
Newspaper article (online)
Makhanya, M. (2018, 1 July). Obsessed with whiteness. City Press. https://www.news24.com/Columnists/Mondli-Makhanya/obsessed-with-whiteness-20180629
Mgqwashu, E. (2016, 16 March). Education can’t be for ‘the public good’ if universities ignore rural life. The Conversation. https://theconversation.com/education-cant-be-for-the-public-good-if-universities-ignore-rural-life-56214
Organisation as author:
HSRC-EPC (Human Sciences Research Council-Education Policy Centre). (2005). Emerging voices: A report on education in South African rural communities. Commissioned by the Nelson Mandela Foundation. Cape Town: HSRC Press.
Compound adjectives (e.g. capacity-building programme, research-intensive university, inner-city area, full-time position)
Example bullet list:
The HDI is a summary composite index that measures a country’s average achievements in three basic aspects of human development. These include the following:
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.