| Representation of the Zimbabwean 2015-2022 social studies curriculum: teachers' perspectives on challenges and" ubuntulising" curriculum change and implementation P Chimbunde, MC Kgari-Masondo University of the Free State, 2020 | 17 | 2020 |
| " For Peace Sake": African Language and Xenophobia in South Africa. MC Kgari-Masondo, S Masondo Journal of African Foreign Affairs 6 (3), 2019 | 14 | 2019 |
| Curriculum change and teachers’ representations of challenges: the case of the social studies curriculum in Zimbabwe P Chimbunde, CM Kgari-Masondo Curriculum Perspectives 41 (1), 35-45, 2021 | 13 | 2021 |
| Decolonising curriculum change and implementation: Voices from social studies Zimbabwean teachers P Chimbunde, MC Kgari-Masondo Yesterday and today, 1-22, 2021 | 13 | 2021 |
| Progress of an African student during COVID-19 and beyond in higher education: Re-colonisation of decolonisation? MC Kgari-Masondo, P Chimbunde Perspectives in Education 39 (1), 323-339, 2021 | 12 | 2021 |
| The decolonisation of African languages: insights from Southern Africa P Chimbunde, MC Kgari-Masondo Language Matters: Studies in the Languages of Southern Africa 53 (3), 5-24, 2022 | 10 | 2022 |
| “A superstitious respect for the soil”?: environmental history, social identity and land ownership–a case study of forced removals from Lady Selborne and their ramifications, c … MC Kgari-Masondo Stellenbosch: University of Stellenbosch, 2008 | 8 | 2008 |
| Rethinking the reflective praxis of the name Social Science: pedagogical'mischief'in the Grade 4 to 9 Social Science curriculum MC Kgari-Masondo Yesterday and Today, 85-107, 2017 | 7 | 2017 |
| A home makes one Motho - the idea of "Humanness", "Home" and History in Lady Selborne's forced removals, circa 1905 to 1977 MC Kgari-Masondo Historia 53 (2), 70-97, 2008 | 6 | 2008 |
| Implications of the Minister of Higher Education’s ‘no child left behind’on an African Child during the Coronavirus Pandemic in South Africa C Kgari-Masondo, Z Mkhabela Teaching and Learning in Higher Education in the Time of COVID-19 …, 2020 | 5 | 2020 |
| Historical Significance in the South African History curriculum: An un-silencing approach MC Kgari-Masondo Yesterday and Today, 119-136, 2019 | 5 | 2019 |
| Incomplete history curriculum? Teaching socio-environmental history in South African High Schools. From an indigenous perspective MC Kgari-Masondo Yesterday and Today, 101-124, 2013 | 5 | 2013 |
| The usable past and socio-environmental justice: From Lady Selborne to Ga-Rankuwa. MC Kgari-Masondo School for Basic Sciences, Vaal Triangle Campus, North-West University, 2013 | 5 | 2013 |
| Sotho-Tswana mythic animals: Stratagem for environmental conservation MC Kgari-Masondo New Contree 71, 22, 2014 | 4 | 2014 |
| Examining the Pragmatism of Unhulized Leadership in Schools Amid Socio-Political and Economic Turbulence in Zimbabwe: The Experiences of School Heads … MC Kgari-Masondo, B Chingwanangwana Leadership and Policy in Schools, 1-13, 2024 | 3 | 2024 |
| In pursuit of a decolonised history teacher: agency and boldness in fostering change MC Kgari-Masondo Yearbook of the International Society of History Didactics/Jahrbuch Der …, 2020 | 3 | 2020 |
| Women as Guardians of the Environment in the Midst of Forced Removals: From Lady Selborne to Ga-Rankuwa MC Kgari-Masondo Empire Religions, Theologies, and Indigenous Knowledge Systems 77, 2015 | 3 | 2015 |
| Teachers’ representation of the mitigation strategies to challenges of implementing the 2015 to 2022 Zimbabwean social studies curriculum P Chimbunde, MC Kgari-Masondo South African Journal of Education 41 (2), S1-S10, 2021 | 2 | 2021 |
| A kaleidoscope model as an eminent stride towards decolonising indigenous historical themes MC Kgari-Masondo Indilinga African Journal of Indigenous Knowledge Systems 17 (1), 14-24, 2018 | 2 | 2018 |
| A socio-environmental analysis of land alienation and resettlement in Ga-Rankuwa, c. 1961 to 1977 MC Kgari-Masondo Journal for Contemporary History 38 (2), 21-45, 2013 | 2 | 2013 |
