Bibliography and contributors

04 November 2022

The articles and poems referenced in this report, as well as the contributors to the report.


Ahmed, S. (2004). The Non-Performativity of Anti-Racism. Text and terrain: Legal Studies in Gender and Sexuality. Kent: University of Kent.

Apthorpe, R. (1996). Reading development policy and policy analysis: on framing, naming, numbering and coding. In R. Apthorpe, & D. Gasper, Arguing Development Policy: frames and discourses (pp. 16-35). London: Routledge.

Bell, D., Canham, H., Dutta, U., & Fernandez, J. S. (2019). Retrospective Autoethnographies: A Call for Decolonial Imaginings for the New University. Qualitative Inquiry, 849-859.

Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Havard Education Review, 297-324.

Francis, D., Valodia, I., & Webster, E. (2020). Politics, Policy, and Inequality in South Africa Under COVID-19. Agrarian South: Journal of Political Economy, 342-255.

IMF. (2020, January 30). Six charts to explain South Africa's inequality.

Keet, A., & Swartz, d. (2015). A Transformation Barometer for South African Higher Education. Cape Town: Transformation Managers Forum.

Kessi, S., & Cornell, J. (2015). Coming to UCT: Black students, transformation and discourses of race. Journal of Student Affairs in Africa, 1-16.

Kessi, S., Marks, Z., & Remugondo, E. (2021). Decolonizing knowledge within and beyond he classroom. Critical African Studies, 1-9.

Khan, G. H., & Marnell, J. (2021). Reimagining wellbeing: Using arts-based methods to address sexual, gender and health inequalities. Global Public Health, 1-16.

Khan, G. H., & Marnell, J. (2021). Reimagining wellbeing: Using arts-based methods to address sexual, gender and health inequalities. Global Public Health doi:10.1080/17441692.2021.1993954.

Luescher, T. M. (2009). Racial desegregation and the institutionalisation of ‘race’ in. Perspectives in Education, 415-425.

Mangera, I. (2022, March 01). Young people must champion a new politics if they are determined to make democracy work.

McEwen, H. (2020). Un/knowing & un/doing sexuality and gender diversity: The global anti-gender movement against SOGIE rights and academic freedom. Oslo: SAIH.

Xaba, W. (2017). Challenging Fanon: A Black radical feminist perspective on violence and the Fees Must Fall movement. Agenda: Empowering women for gender equality, 7.

Xaba, W. (2018). The Decolonization Manifesto. In S. de Jong, R. Icaza, & O. U. Rutazibwa (Eds.), Decolonization and feminisms in global teaching and learning. New York: Routledge.

Xaba, W. (2021). An awkward dance with the black middle class: On decolonial scholarship grief, anthropologised ancestry and the cleansing role of fire. Imbiza Journal for African Writing.


Contributors (listed in alphabetical order):

Amanda Williams (DAD)

Ameeta Jaga (Commerce)

Andrew Hutchison (Law)

Anne Isaacs (Special Tribunal on Sexual Misconduct)

Babalwa Gusha (OIC)

Dheshnie Keswell (Research Office)

Edwina Ghall (Disability Service)

Gabriel Hoosain Khan (OIC)

Gaelle Ramon (Research Office)

Glenda Kayster (Employment Equity Manager)

Hema Somai (IAPO)

Human Resources Transformation Committee

Jacob Jaftha (CHED)

Janine Ramandh (Research Office)

Jehan Begg (P&S)

Judith Roberts (IAPO)

Lerato Maduna (CMD)

Lindie Gayiza (DSA)

Marc Hendricks (FHS)

Lis Lange (DVC Teaching and Learning)

Nina Barnes (OIC)

Nomusa Makhubu (WOAC)

Omphitlhetse Mooki (CMD)

Rebecca Ackermann (Science)

Sianne Alves (OIC)

Stella Musungu (OIC)

William Dlanga Nkutha (HR)

Yumna Seadat (OIC)

Zenda Woodman (FHS)

Several individuals contributed anonymously



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