| Decolonising the university curriculum: Leading article L Le Grange South African Journal of Higher Educafion 30 (2), 1-12, 2016 | 657* | 2016 |
| Connectedness as a Core Conservation Concern: An Interdisciplinary Review of Theory and a Call for Practice MJ Zylstra, AT Knight, KJ Esler, L Le Grange Springer Science Reviews 2 (1), 119-143, 2014 | 504 | 2014 |
| Integrating western and indigenous knowledge systems: The basis for effective science education in South Africa? L Le Grange International review of education 53, 577-591, 2007 | 221 | 2007 |
| Ubuntu, ukama and the healing of nature, self and society L Le Grange Educational philosophy and theory 44 (sup2), 56-67, 2012 | 159 | 2012 |
| Ubuntu, ukama, environment and moral education LL Grange Journal of moral education 41 (3), 329-340, 2012 | 139 | 2012 |
| What is (post) qualitative research? L Le Grange South African Journal of Higher Education 32 (5), 1-14, 2018 | 126 | 2018 |
| Decolonising, Africanising, indigenising, and internationalising curriculum studies: Opportunities to (re) imagine the field L Le Grange Journal of Education (University of KwaZulu-Natal), 4-18, 2018 | 103 | 2018 |
| Continuous assessment: An introduction and guidelines to implementation L Le Grange, C Reddy Juta and Company Ltd, 1998 | 103 | 1998 |
| Currere's active force and the Africanisation of the university curriculum L Le Grange South African Journal of Higher Education 28 (4), 1283-1294, 2014 | 100 | 2014 |
| Sustainability and higher education: From arborescent to rhizomatic thinking LLL Le Grange Educational philosophy and theory 43 (7), 742-754, 2011 | 96 | 2011 |
| The'theoretical foundations' of community service-learning: From taproots to rhizomes L Le Grange Education as change 11 (3), 3-13, 2007 | 87 | 2007 |
| The COVID-19 pandemic, online teaching/learning, the digital divide and epistemological access P Du Preez, L Le Grange Humanities curriculum within the time of COVID-19 1, 90-106, 2020 | 81 | 2020 |
| Could the Covid-19 pandemic accelerate the uberfication of the university? L Le Grange South African Journal of Higher Education 34 (4), 1-10, 2020 | 77 | 2020 |
| Ethics in educational research L Ramrathan, L Le Grange, LB Shawa Education studies for initial teacher education, 432-443, 2017 | 76 | 2017 |
| Ubuntu/Botho as ecophilosophy and ecosophy LL Grange Journal of Human Ecology 49 (3), 301-308, 2015 | 69 | 2015 |
| Western science and indigenous knowledge: competing perspectives or complementary frameworks?: perspectives on higher education L Le Grange South African Journal of Higher Education 18 (3), 82-91, 2004 | 69 | 2004 |
| ‘Africanising’Assessment Practices: Does the Notion of Ubuntu Hold Any Promise? P Beets, L Le Grange South African Journal of Higher Education 19, 1197-1207, 2005 | 65 | 2005 |
| Decolonising the university curriculum or decolonial-washing? A multiple case study L Le Grange, P Du Preez, L Ramrathan, S Blignaut Journal of Education (University of KwaZulu-Natal), 25-48, 2020 | 61 | 2020 |
| Covid-19 pandemic and the prospects of education in South Africa L Le Grange Prospects 51, 425-436, 2021 | 58 | 2021 |
| The curriculum case for decolonisation L Le Grange Decolonisation in universities: The politics of knowledge, 29-48, 2019 | 50 | 2019 |
Chris ReddyStellenbosch UniversityVerified email at sun.ac.za
