SPARKS, L. Empowering marginalised students in access programmes: A gendered and Afrocentric approach to a decolonised academic literacy curriculum. Critical Studies in Teaching and Learning, [S. l.], v. 12, n. 2, p. 82–102, 2024. DOI: 10.14426/cristal.v12i2.2207. Disponível em: https://epubs.ac.za/index.php/cristal/article/view/2207. Acesso em: 22 dec. 2024.