The struggle for epistemological pluralism and equity persists within the expansive realms of university education, marked by diverse disciplines, traditions, and methodologies. The domain is imbue...

Decolonising the research process is inevitable in today’s world full of social and power inequalities. Participatory Action Research (PAR), as one of the methodologies that enhances the transformation of both the researchers and researched, is, therefore, inevitable in social research targeting social, inclusive, and informed change. This study responds to various agitations of decoloniality of the research process that sees the participants as mere subjects rather than essential partners of the knowledge production process. This study conceptualises decoloniality and PAR with an argument recognising PAR as a decolonised research process. This study is located within a transformative paradigm and employs conceptual analysis as a tool to argue the nexus between decoloniality and participatory action research and their assumptions. This study attests to the fact that it is an effective and valuable tool in achieving the decolonised research process because it allows for the research subjects to have input into the process, have their voices recognised, and provide them with a platform to take agency and exercise self-determination. The elements, therefore, resonate with the decolonial agenda to deconstruct oppressive power structures and remembering those who have been historically dismembered by systems of colonial occupation. In this way, this study finds that PAR functions as an important element in implementing the decolonised research process.

Research Paradigms and Their Methodological Alignment in Social Sciences is a comprehensive guide addressing the common conceptions surrounding research paradigms. This practical book demystifies complex concepts, giving researchers a nuanced understanding of the significance of research paradigms. It offers detailed insights, examples, and strategies for selecting and applying appropriate research methods, aiming to enhance the rigour and impact of scholarly work. This insightful guide meticulously explores the intricacies of research paradigms in the social sciences. It begins by unravelling the concept and historical development of research paradigm, emphasising its pivotal role in shaping the research process. The book elucidates major research paradigms, including positivism, interpretivism, transformative paradigm, postcolonial indigenous paradigm, and pragmatism. Each paradigm is dissected, unveiling philosophical underpinnings, methodological designs, and critical considerations. The chapters carefully align research questions with specific paradigms through illustrative case studies, offering practical guidance for researchers at all levels. Notably, the transformative paradigm and postcolonial indigenous perspective receive dedicated attention, addressing their unique methodological nuances and ethical dimensions. The exploration extends to pragmatism, seamlessly integrating theoretical foundations with real-world applications. The book strives to bridge the awareness gap in academic settings, fostering a profound appreciation for research paradigms and promoting a thoughtful, rigorous approach to scholarly inquiry. This book caters to students, novice and experienced researchers, offering a comprehensive understanding of research paradigms. It's valuable for academia, aiding undergraduate and postgraduate students, educators, and researchers in various disciplines. Research organisations, academic institutions, and professionals in diverse fields engaged in research and development will also find it a valuable resource. <!----> <!----> <!----> <!---->

The concept of ubuntugogy appears as an ordinary grammatical prowess to some, while it also remains unknown to many. This conceptual paper attempts to conceptualise ubuntugogy, not only as indigenous teaching and learning but also as a decolonial pedagogy with liberating potentials. An assumption exists that today’s pedagogical process in Africa is still laced with subjectivism, and it fails to challenge the Eurocentric hegemony that lies within school systems. The failure to address Eurocentrism explicitly leads to the need for ubuntugogy. Ubuntugogy, therefore, needs to be unpacked for better understanding. That is, this study is not to challenge the hegemony of westernised classrooms and their pedagogical process in Africa but to conceptualise the hidden potential of ubuntugogy to fill out the limited literature of the concept in the world of academics. Hence, the study provides answers to questions such as; what is ubuntugogy? What is the epistemology of ubuntugogy? What are the transformative tendencies of ubuntugogy, and how does ubuntugogy relevant in 21st Century classrooms? The study concluded that the idea of ubuntugogy is to create a learning environment where everyone feels empowered, encouraged and free from the burdens of Eurocentric and Americentric imposition with an open tendency of knowing and being human.