International Journal of Changes in Education

• Holbert, N., Dando, M., & Correa, I. (2020). Afrofuturism as critical constructionist design: Building futures from the past and present. Learning, Media and Technology, 45(4), 328–344. https://doi.org/10.1080/17439884.2020.1754237
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• Nyagope, T. S. (2024). Massification at higher education institutions; Challenges associated with teaching large classes and how it impacts the quality of teaching and learning in South Africa. International Journal of Environmental, Sustainability and Social Science, 5(1), 209–220. https://doi.org/10.38142/ijesss.v5i1.852
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• Chaka, C. (2020). Translanguaging, decoloniality, and the Global South: An integrative reviewstudy. Scrutiny2, 25(1), 6–42. https://doi.org/10.1080/18125441.2020.1802617
• Acuff, J. B. (2020). Afrofuturism: Reimagining art curricula for Black existence. Art Education, 73(3), 13–21. https://doi.org/10.1080/00043125.2020.1717910
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• Wa-Mbaleka, S. (2020). The researcher as an instrument. In Computer Supported Qualitative Research: New Trends on Qualitative Research, 33–41. https://doi.org/10.1007/978-3-030-31787-4_3
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• Eybers, O. O., & Dewa, N. N. (2024). Developing an inclusive African theory of academic literacy. The International Journal of Literacies, 32(2), 53–75. http://doi.org/10.18848/2327-0136/CGP/v32i02/53-75
• Jolley, J. R., & Maimone, L. (2022). Thirty years of machine translation in language teaching and learning: A review of the literature. L2 Journal, 14(1), 26–44. http://doi.org/10.5070/L214151760
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• Wei, L., & Lin, A. M. Y. (2019). Translanguaging classroom discourse: Pushing limits, breaking boundaries. Classroom Discourse, 10(3–4), 209–215. https://doi.org/10.1080/19463014.2019.1635032
• Samatar, S. (2017). Toward a planetary history of Afrofuturism. Research in African Literatures, 48(4), 175–191. https://doi.org/10.2979/reseafrilite.48.4.12
• Ngcobo, S., Bryant, K., & Ndebele, H. (2021). Translanguaging: A tool to decolonise students’ experiences of learning to write for academic purposes in the South African university context. Journal for Language Teaching, 55(1), 77–99. https://doi.org/10.4314/jlt.v55i1.4
• Makalela, L. (2015). Translanguaging as a vehicle for epistemic access: Cases for reading comprehension and multilingual interactions. Per Linguam, 31(1), 15–29. https://doi.org/10.5785/31-1-628

APA

Eybers, O. (2025). Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines. International Journal of Changes in Education, 2(2), 96-103. https://doi.org/10.47852/bonviewIJCE32022096

Vancouver

Eybers O. Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines. International Journal of Changes in Education. 2025;2(2):96-103. https://doi.org/10.47852/bonviewIJCE32022096

AMA

Eybers O. Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines. International Journal of Changes in Education. 2025;2(2), 96-103. https://doi.org/10.47852/bonviewIJCE32022096

Chicago

Eybers, Oscar. "Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines". International Journal of Changes in Education 2025 2 no. 2 (2025): 96-103. https://doi.org/10.47852/bonviewIJCE32022096

Harvard

Eybers, O. (2025). Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines. International Journal of Changes in Education, 2(2), pp. 96-103. https://doi.org/10.47852/bonviewIJCE32022096

MLA

Eybers, Oscar "Afrofuturistic Translanguaging: Pathways to Students' Well-Being in Disciplines". International Journal of Changes in Education, vol. 2, no. 2, 2025, pp. 96-103. https://doi.org/10.47852/bonviewIJCE32022096