Dr. Constance Khupe

Constance Khupe is a South African education scholar whose work centres on decolonial research methodologies, Indigenous Knowledge Systems, and socially just curriculum transformation. Her scholarship is closely associated with community-centred and participatory approaches that foreground Ubuntu, indigenous epistemologies, and the ethical co-production of knowledge. She is widely recognised for advancing African-centred research paradigms within science and education studies.

Her publications examine the decolonisation of curriculum policy, the integration of Indigenous knowledge into STEM education, and the role of language in meaningful community participation. Through studies on rural and low-resourced contexts, she explores university access, student transitions, sustainability education, and the humanising of science teaching. Her work consistently critiques tokenistic inclusion of Indigenous perspectives and calls for deeper conceptual transformation.

A notable strength of her research lies in bridging theory and practice, offering grounded examples of culturally responsive methodologies in Southern Africa. By interrogating who benefits from research and challenging dominant Western paradigms, she contributes significantly to debates on epistemic justice, teacher education, and transformative learning in postcolonial contexts.