On the public citation graph
Education quality and social justice in the global South
0 signed · 20 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.3316289openalex-extracted
Teachers’ Struggle for Income in the Congo (DRC). Between Education and Remuneration
inferred← citeshttps://doi.org/10.1007/978-3-319-57382-3_4openalex-snapshot
Human and Material Resources: Finance, Teachers and Physical Resources
inferred← citeshttps://doi.org/10.1007/978-981-97-8321-2_2openalex-snapshot
English-Medium Instruction, the Internationalization of Higher Education (IHE) and Graduate Employability: A Nuanced Conversation About Social Justice
inferred← citeshttps://doi.org/10.1007/s10437-023-09539-4openalex-snapshot
African Archaeology in Support of School Learning: an Introduction
inferred← citeshttps://doi.org/10.1016/j.ijedudev.2013.05.007openalex-snapshot
Girls claiming education rights: Reflections on distribution, empowerment and gender justice in Northern Tanzania and Northern Nigeria
inferred← citeshttps://doi.org/10.1016/j.ijedudev.2015.09.004openalex-snapshot
What does “quality” look like for post-2015 education provision in low-income countries? An exploration of stakeholders’ perspectives of school benefits in village LEAP schools, rural Sindh, Pakistan
inferred← citeshttps://doi.org/10.1016/j.ijedudev.2020.102236openalex-snapshot
Socio-economic impact of closing the rural-urban gap in pre-tertiary education in Ghana: context and strategies
inferred← citeshttps://doi.org/10.1016/j.ijedudev.2023.102760openalex-snapshot
The status, pathways and discourses of professionalism for early childhood education teachers in Chinese policies
inferred← citeshttps://doi.org/10.1016/j.ijer.2023.102237openalex-snapshot
Understanding the nexus of school types, school cultures and educational outcomes and its implication for policy and practice
inferred← citeshttps://doi.org/10.1080/02601370.2025.2497411openalex-snapshot
A critical review of UNESCO’s influence on lifelong learning and environmental education delivery in Botswana
inferred← citeshttps://doi.org/10.1080/14681366.2024.2405819openalex-snapshot
‘My English seems not enough’: moving from language deficit views to Kazakhstani CLIL (content and language integrated learning) teachers’ funds of knowledge
inferred← citeshttps://doi.org/10.1093/acrefore/9780190264093.013.427openalex-snapshot
Politics, Policy, and Practice of Teacher Education Reform in India
inferred← citeshttps://doi.org/10.1093/oso/9780198835684.003.0001openalex-snapshot
The Problem of Education Quality in Developing Countries
inferred← citeshttps://doi.org/10.1093/oso/9780198835684.003.0002openalex-snapshot
Researching the Politics of Education Quality in Developing Countries
inferred← citeshttps://doi.org/10.1108/s1479-363620140000003026openalex-snapshot
Using Networking to Measure the Promotion of Inclusive Education in Developing Countries: The Case of the Pacific Region
inferred← citeshttps://doi.org/10.11591/ijere.v11i3.22159openalex-snapshot
Implementation of education for sustainable development in geography subjects among trainee teachers
inferred← citeshttps://doi.org/10.21203/rs.3.rs-3272856/v1openalex-snapshot
“My English seems not enough”: Moving from language deficit views to Kazakhstani CLIL teachers' funds of knowledge
inferred← citeshttps://doi.org/10.21203/rs.3.rs-3272856/v2openalex-snapshot
"My English seems not enough": Moving from language deficit views to Kazakhstani CLIL teachers' funds of knowledge.
inferred← citeshttps://doi.org/10.52380/ijpes.2023.10.2.1116openalex-snapshot
Social Entrepreneurship Practices in Schools: Examination of School Administrators and Teacher Experiences
inferred← citeshttps://doi.org/10.56380/mjer.si.2024.07openalex-snapshot
The Philosophy of Endogenous Curriculum Development: Insights for Integrating Global Trends and Local Evidence
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.