This article uses a dialogic approach to explore the complex state of education in postcolony. It revisits subject educational inclusion (and exclusion) and interrogates different epistemological systemic framings what constitutes knowledge, effects that these have on postcolonial landscape. The authors ask troubling questions ways largely Eurocentric conceptualisations issues, baggage colonial...

Higher Education has struggled to acknowledge and translate into better teaching and learning practices that sizeable literature base suggesting a link between cognitive style, learning preferences and performance. Eighty undergraduate students on a primary education degree were studied to examine the relationship between their cognitive style, learning preferences and perceived impact on their...