The Idea Of An African University
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The Idea Of An African University
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Author : Joseph Kenny
language : en
Publisher: CRVP
Release Date : 2007
The Idea Of An African University written by Joseph Kenny and has been published by CRVP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Education, Higher categories.
Bevat: Liberal versus practical orientation of curriculum development / Olusegun Oladipo ; Lessons of world history of the university for Nigeria today / Joseph Kenny ; Human capital in Nigerian universities : the presence of the past and the thrust of the future / Ifeanyi Onyeonoru ; University decline and its reasons : imperatives for change and relevance / Francis Egbokhare ; Knowledge production, cultural identity and globalization : African universities and the challenges of authenticity and transformation in the twenty-first century / Kolawole A. Owolabi ; Idealism versus pragmatism in the production of knowledge in Nigerian universities / Olatunji A. Oyeshile ; The university and the African crisis of morality : lessons from Nigeria / Ogbo Ugwuanyi ; Subjectivity, hermeneutics and culture / George F. Mclean ; Value systems and the interest groups of a university / Francis M. Isichei ; The place of theology in the university curriculum / Anthony A. Akinwale.
The Idea Of Africa
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Author : V. Y. Mudimbe
language : en
Publisher: James Currey Publishers
Release Date : 1994
The Idea Of Africa written by V. Y. Mudimbe and has been published by James Currey Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 1994 with Africa categories.
As its author Professor Mudimbe says: '...this book presents journeys into the multifaceted "idea" of Africa. As approached and circumscribed here, this idea is a product of the West and was conceived and conveyed through conflicting systems of knowledge. North America: Indiana U Press
Higher Education In Africa
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Author : Anne Goujon
language : en
Publisher: Cambridge Scholars Publishing
Release Date : 2017-01-06
Higher Education In Africa written by Anne Goujon and has been published by Cambridge Scholars Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-06 with Education categories.
The idea that developing all sectors of the educational palette is influential for socio-economic development was adopted later in Sub-Saharan Africa than in other world regions. Most efforts went primarily into developing the first stages of education, and rightly so, for many children could not access education at all. Today, all African governments recognize the importance of higher education and increasingly invest in it. They are facing two major, interlinked challenges: rapid population growth and decline in the quality of education. Indeed, despite fertility decline, the region has been confronted with substantial population growth, which will continue for many decades; as such, there is a necessity to increase investment in education. This, in a situation of limited resources, has been at the expense of the quality and the burgeoning of private institutions of higher education. The contributions here discuss the development, quality, and outcomes of higher education in Africa, with a specific focus on relations between Africa and Europe. Issues related to the mobility of African students and scholars are discussed in several national and international case studies.
Transforming Universities In South Africa
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Author : Ihron Rensburg
language : en
Publisher: BRILL
Release Date : 2020-08-31
Transforming Universities In South Africa written by Ihron Rensburg and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-08-31 with Education categories.
Transforming Universities in South Africa: Pathways to Higher Education Reform responds to the pressing need to comprehensively review the post-apartheid experience and assess where South Africa’s higher education stands across the continent and globally, particularly within the country’s efforts to overcome decades of socio-economic imbalances.
Knowledge And Change In African Universities
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Author : Michael Cross
language : en
Publisher: Springer
Release Date : 2017-01-28
Knowledge And Change In African Universities written by Michael Cross and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-28 with Education categories.
Besides the ongoing concern with the epistemological and theoretical hegemony of the West in African academic practice, the book aims at understanding how knowledge is produced and controlled through the interplay of the politics of knowledge and current intellectual discourses in universities in Africa. In this regard, the book calls for African universities to relocate from the position of object to subject in order to gain a form of liberated epistemological voice more responsive to the social and economic complexities of the continent. In itself, this is a critical exposé of contemporary practices in knowledge advancement in the continent. Broadly the book addresses the following questions: How can African universities reinvent knowledge production and dissemination in the face of the dominant Eurocentricism so pervasive and characteristic of academic practice in Africa to enhance their relevance to the contexts in which they operate? How can such change, particularly at knowledge production and distribution levels, be undertaken, without falling into an intellectual and discursive ghettoization in the global context? What then is the role of academics, policy makers and curriculum and program designers in dealing with biases and distortions to integrate policies, knowledge and pedagogy that reflect current cultural diversity, both local and global? Against this backdrop, while some contributions in this book argue that emancipatory epistemic voice in African universities is not yet born, or it is struggling with little success, many dissenting voices charge that if Africans do not take responsibility and construct knowledge strategies for their own emancipation, who will?
Decolonising The University The Emerging Quest For Non Eurocentric Paradigms Penerbit Usm
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Author : Claude Alvares
language : en
Publisher: Penerbit USM
Release Date : 2014-11-25
Decolonising The University The Emerging Quest For Non Eurocentric Paradigms Penerbit Usm written by Claude Alvares and has been published by Penerbit USM this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-11-25 with Education categories.
This book of essays is a sequel to the ‘International Conference on Decolonising Our Universities’ held in Penang, Malaysia from June 27 to 29, 2011. The Conference was jointly organised by the Universiti Sains Malaysia and Citizens International in cooperation with the Higher Education Leadership Academy of the Malaysian Ministry of Higher Education. At the Conference, speaker after speaker pointed out that education in Asia and Africa is too Westcentric. It blindly apes European universities, European curricula and European paradigms. The papers in this volume examine possible ways of overcoming this problem of intellectual enslavement in Asian and African citadels of learning. It must be pointed out at the very outset that this book is not meant to be a tirade against the West. Its aim is not to ask Asian and African universities to shut out Europe and North America or to be insular or to wear blinds. Its aim is positive – to make Asian and African tertiary education truly global and at the same time socially relevant. This cannot be done unless the intellectual monopoly of the West is broken and European knowledge is made to make way for the review, teaching and expansion of the vast knowledge of other societies and cultures. European knowledge may supplement, but never replace, other valid knowledge systems and traditions. The book is divided into eight parts. Part I creates the setting, provides an overview of the state of our universities, reflects on decolonisation of our intellectual heritage and explains how colonial education was used to assault our cultures. Part II contains a wish-list of the decolonised university. There are essays on the philosophical basis of an African university and about how the sacred and the secular can be integrated and how the community can be brought back into the university. Part III critically examines the promise and performance of UNESCO in decolonisation of Asian and African institutions of higher learning. Part IV discusses eurocentrism in social sciences, in mathematics and in science curricula. Part V highlights the state of social sciences and the law today and provides an alternative discourse in social theory, history, psychotherapy, psychology, law and language education. Part VI discusses regional decolonising initiatives in the Philippines, Taiwan, Turkey and Iran. Part VII provides insights into some experiments in transforming academic pedagogy. Finally, Part VIII contains some personal journeys in decolonisation of the self. This book of essays is meant to coincide with Malaysia’s Independence Day on August 31, 1957. The hope is that the timing will underline the point that the stains of cultural and intellectual imperialism do not end with the attainment of political freedom. Freedom is a state of the mind and, regrettably, throughout Asia and Africa, the enslavement of the mind has continued long after the coloniser has gone back home. This humiliating state of affairs must end, not only to give meaning to political independence but also to improve the quality of our education by giving to our students a better panorama of world knowledge and thereby to increase their choices. Decolonisation of our universities is not an exercise in flag-waving nationalism. Its aim is ameliorative. Diversity and pluralism of knowledge systems are vital for meeting many of the moral, social and economic challenges of the times and for avoiding the frightening economic, educational and cultural consequences of Europe’s near-total intellectual and educational monopoly over Asia, Africa and Latin America. For example, Western models of development have proved to be a nightmare and have not served Asia and Africa well. Economic theories from the West have brought the whole world to the brink of an environmental catastrophe. Asian universities should offer a critique of the ethnocentrism of Western scholarship by pointing out that a middle class Western lifestyle and what that entails in terms of the nuclear family, the consumer society, living in suburbia and extensive private space may neither be workable nor desirable on a fragile planet. The humiliating story of intellectual enslavement in each field and in each region is best told in the words of the authors. What must be noted is the ways in which this subservience manifests itself. Our university courses reflect the false belief that Western knowledge is the sum total of all human knowledge. The books prescribed and the icons and godfathers of knowledge are overwhelmingly from the North Atlantic countries. Titles written by scholars and thinkers from Asia and Africa are rarely included in the book list. This may indicate a pervasive inferiority complex or ignorance of the contribution of the East to world civilisation. Any evaluation of right and wrong, of justice and fairness, of poverty and development, and of what is wholesome and worthy of celebration tends to be based on Western perceptions. Eastern ideas and institutions are viewed through Western prisms and invariably regarded as primitive and in need of change. Despite decades of political independence, the framework assumptions of our law, politics, economics, education, history, science, art and culture remain dictated by our former colonial masters. Our concept of the good life and our views on human rights have very tenuous links to our indigenous traditions. Our cultural values, domestic relations, music, food and dressing – indeed our whole Weltanschauung is constructed on a Western edifice of knowledge. Our concept of beauty has been socially constructed by Hollywood media. In our professions, most of the icons we look up to are Western. In our universities, the syllabi we draft, the books we prescribe, the theories we blindly ape, the new abodes of the sacred we worship have very little connection with our own intellectual and moral heritage. It is fashionable in Asian universities to import expatriate lecturers, external examiners and guest speakers exclusively from North Atlantic countries. Asian scholars are generally not regarded as fit for such recognition. The underlying assumption is that Asians and Africans matter little and in all aspects of existence we need civilisational guidance from the overlords of humankind in Europe and America. How did we fall into such depths of enslavement and reverse racism? An essay in the volume points out that the colonisers conquered our mind by dismissing and deriding our cultures, alienating us from our roots and putting us in awe of the culture of the masters. They used the colonial education system for the production of a competent but submissive class. They replaced local languages with the English language extinguishing along with local languages, the cultural and moral nuances and perspectives that surround a language. The colonisers falsified and obliterated historical records of intellectual achievements by Asian and African scholars and inventors. They borrowed extensively from the East but shamelessly failed to acknowledge that debt. In many cases they Latinised Eastern names to make them sound European. The world does not know that during the European Dark Ages, scintillating educational developments were taking place in Asia and Africa. While Europe slept, China, India, Persia and Egypt practised science, invented algebra, furthered mathematics, metallurgy, law and logic. They conducted complex medical operations, invented rockets, wrote treatises in philosophy, sociology and astronomy. A more recent form of Western hegemony is the yearly university ranking lists. Western education, Western science and Western achievements are subjected to evaluation on criteria that are rigged in their favour. A host of Western consultants and experts unabashedly glorify American and European achievements and certify and celebrate the unique quality of their education system. A recent claim was made that American society symbolised ‘the end of history’ implying thereby that no further human progress was necessary anywhere else. The book’s ultimate aim is to discover what needs to be done to liberate our minds and our souls; to end this academic colonialism; to restore our dignity and independence. We must shed the slavish mentality of blindly aping Western paradigms. We must stop sucking up to the Western academic system. We need to send Columbus packing back home. Not only the Columbus outside but also the Columbus within. We need to rediscover the suppressed knowledge of our civilisations and to reconnect with our rich heritage. We must embark on a voyage of discovery of our ancestors’ intellectual wanderings and rediscover the wonders and heritage of China, India, Persia, Mesopotamia, Egypt and other Eastern and African civilisations. We must combat the many fabrications and plagiarisms of Western ‘innovators’ and we must give credit where credit is due to those in Asia and Africa who pioneered the ideas. It must be clarified that it is not part of our agenda to ask European and American universities to include the treasures of the East in their syllabi. Whether their world-views should be enriched by the insights and reflections of the East, or whether they should remain insular and wear blinds, is their own problem. Further, it is not our aim to shut out the West but to end blind and exclusive reliance on it. We need to root our education in our own soil; to tap our own intellectual resources first and to make our education relevant to our societal conditions. No amount of imported academics or theories can do this, only us. We are aware that our endeavour will be mocked by many in the West. We will also be opposed by many elites in the East who believe that ‘West is best’ and whose capitulation to Europe perpetuates Western intellectual hegemony. Such opposition to the basic thesis of this book will only serve to confirm the phenomenon of ‘legitimation and false consciousness’ whereby the oppressed are so brainwashed that they cooperate with their oppressors. ‘It is the final triumph of a system of domination when the dominated start singing its virtues.’ In preparing this volume, we received invaluable help from many individuals and institutions. Universiti Sains Malaysia and Citizens International provided the funds for publication. Ayesha Bilimoria helped with the editing of the bulk of the pieces. Jenessey Dias performed brisk transcription of the presentations from the DVDs. Shafeeq, Sameera and Noor Aini Masri gave secretarial assistance. Professor Dato’ Dr. Md Salleh Yaapar and his team from the USM Press did everything else with great courtesy, speed and professionalism. Citizens International’s S.M. Mohamed Idris and Uma Ramaswamy assisted with the printing. To all of them we owe a debt of gratitude. We hope that this book will highlight what is on any measure a shameful condition and that it will inspire at least some Asian educators to think afresh, to chart new directions, to search for the best in their indigenous traditions, yet to keep the windows of their mind open to the world.
Understanding Higher Education
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Author : Chrissie Bowie
language : en
Publisher: African Minds
Release Date : 2021-08-23
Understanding Higher Education written by Chrissie Bowie and has been published by African Minds this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-08-23 with categories.
Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as 'decontextualised learners' premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society.
Inclusion As Social Justice
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Author : Amasa P. Ndofirepi
language : en
Publisher: BRILL
Release Date : 2020-07-13
Inclusion As Social Justice written by Amasa P. Ndofirepi and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-07-13 with Education categories.
Inclusion as Social Justice: Theory and Practice in African Higher Education unravels the practical dimensions and complexities involved in the implementation of social justice in African higher education systems in the broader theoretical context of epistemological dynamics working for or against diverse student populations in higher education.
Imperialism Academe And Nationalism
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Author : Apollos Okwuchi Nwauwa
language : en
Publisher: Psychology Press
Release Date : 1997
Imperialism Academe And Nationalism written by Apollos Okwuchi Nwauwa and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Education, Higher categories.
Examines the long history of the demand for the establishment of universities in colonial Africa, a demand to which the British colonial authorities finally agreed, after the Second World War. Addresses the political motivation behind this concept, and tells the story of how, by 1943, the idea was taken up by the Colonial Office as a means of "managing" African nationalism. The creation of university colleges, as part of an "empire" of London University, became a reality in 1948, and one of the most important of the colonial reforms which led to decolonization. Distributed by ISBS. Annotation copyrighted by Book News, Inc., Portland, OR
Higher Education And Capacity Building In Africa
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Author : Hanne Kirstine Adriansen
language : en
Publisher: Routledge
Release Date : 2015-11-06
Higher Education And Capacity Building In Africa written by Hanne Kirstine Adriansen and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-11-06 with Business & Economics categories.
Higher education has recently been recognized as a key driver for societal growth in the Global South and capacity building of African universities is now widely included in donor policies. The question is; how do capacity building projects affect African universities, researchers and students? Universities and their scientific knowledges are often seen to have universal qualities; therefore, capacity building may appear straight forward. Higher Education and Capacity Building in Africa contests such universalistic notions. Inspired by ideas about the ‘geography of scientific knowledge’ it explores what role specific places and relationships have in knowledge production, and analyses how cultural experiences are included and excluded in teaching and research. Thus, the different chapters show how what constitutes legitimate scientific knowledge is negotiated and contested. In doing so, the chapters draw on discussions about the hegemony of Western thought in education and knowledge production. The authors’ own experiences with higher education capacity building and knowledge production are discussed and used to contribute to the reflexive turn and rise of auto-ethnography. This book is a valuable resource for researchers and postgraduate students in education, development studies, African studies and human geography, as well as anthropology and history.