Publications and Research
Explore a curated selection of my academic publications, research articles, and scholarly contributions. Here you will find works covering educational research, language policy, qualitative methodologies, and insights into Indigenous education, reflecting my ongoing commitment to advancing knowledge and practice in education. You can read other articles on my blog page.
Kaunda, R. L. (2025). Colonial inheritance and educational inequity: An analysis of the English-only curriculum in postcolonial Zambia. British Journal of Multidisciplinary and Advanced Studies, 6 (3), 20–36. https://doi.org/10.37745/bjmas.2022.04902
Kaunda, R. L. (2025). English language leaching in Zambia: Balancing colonial legacies and cultural relevance. British Journal of Multidisciplinary and Advanced Studies, 6 (2), 68–88. https://doi.org/10.37745/bjmas.2022.04271
Kaunda, R. L. (2022). Developing children’s early literacy in Zambian preschools: A Postcolonial exploration of preschool teachers’ beliefs, understandings and practices. (Doctoral dissertation, The University of Newcastle, Australia).
Kaunda, R. L., & Ailwood, J. (2021). Early childhood education and care in Zambia: ECE provision and teacher education. International Perspectives on Early Childhood Teacher Education in the 21st Century, 251-264.
Kaunda, R. L. (2019). Literacy goes to school: Emergent literacy experiences and skills that children take to school. Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2 (1), 251-287.
Kaunda, R. L. (2018). Does the 2013 Zambian national literacy framework acknowledge the learner-centred ideology?. Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 1 (2), 167-189.
Kaunda, L. R. (2014). Emergent literacy skills and practices among two to six year old children: A case of selected households in Mambwe District of Zambia (Masters dissertation, University of Zambia, Zambia).