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Author:
Publisher: BRILL
ISBN: 9004548106
Category : Education
Languages : en
Pages : 204
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Book Description
The discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development. This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
Author:
Publisher: BRILL
ISBN: 9004548106
Category : Education
Languages : en
Pages : 204
Get Book Here
Book Description
The discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development. This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
Author: Fred Dervin
Publisher: Taylor & Francis
ISBN: 1040264735
Category : Education
Languages : en
Pages : 200
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Book Description
This edited volume interrogates the meanings of internationalization in higher education in different political-economic contexts. Written by multidisciplinary scholars based in different parts of the world (China, Finland, France, Korea, Morocco, Saudi Arabia, Singapore, Spain, UK, USA), the chapters allow the reader to critically ‘listen in’ on glocalized (global + local) discourses of internationalization in education (meanings, epistemologies, critiques and current research/policies). The volume aims to support students and scholars in clarifying for themselves and others what internationalization might mean and entail, using alternative ways of characterizing, critiquing and unsettling internationalization. The authors adopt critical intercultural perspectives in their chapters, based, for example, on humanistic entry points, the continuum of ideological specificities-commonalities, while balancing self-other (acceptance, rejection), questioning the 'taken for granted' and offering some decolonial analyses and reflections. The volume thus aims to better understand and nuance the polysemic and glocalized nature of internationalization in order to strengthen international cooperation in education (research) and to provide more opportunities to come together to recognize and support, for example, multiple perspectives, experiences and knowledge. Scholars, students and education professionals interested in higher education, intercultural studies and topics of internationalization and globalization will greatly benefit from the book.
Author: Gumbo, Mishack Thiza
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 359
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Book Description
A deep-seated issue persists in postgraduate educationone that threatens the relevance of academia in our diverse and evolving world. The problem at hand is the Western-centric nature of postgraduate education, where research paradigms, methodologies, and theoretical frameworks overwhelmingly reflect a Western worldview. This rigid adherence to Western ideologies has left indigenous communities on the periphery of academic discourse, denying them the opportunity to engage with their knowledge systems and practices. Despite the richness and prevalence of indigenous knowledge, the existing educational structure remains a barrier to their inclusion. This disconnect is not only an academic concern but also a societal one, as it hinders sustainable development and stifles the voices of indigenous scholars and students. Global Perspectives on Decolonizing Postgraduate Education serves as a compelling solution to the problem at hand. It offers a comprehensive roadmap to decolonize postgraduate education, infusing it with indigenous approaches, paradigms, theories, and methods. Through critical examination and practical strategies, this book empowers academics, curriculum designers, and postgraduate students to embark on a transformative journey.
Author: Amasa P. Ndofirepi
Publisher: Taylor & Francis
ISBN: 1000758095
Category : Education
Languages : en
Pages : 174
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Book Description
This timely work investigates the possibility of unyoking and decolonising African university knowledges from colonial relics. It claims that academics from socially, politically, and geographically underprivileged communities in the South need to have their voices heard outside of the global power structure. The book argues that African universities need a relevant curriculum that is related to the cultural and environmental experiences of diverse African learners in order to empower themselves and transform the world. It is written by African scholars and is based on theoretical and practical debates on the epistemological complexities affecting and afflicting diversity in higher education in Africa. It examines who are the primary custodians of African university knowledges, as well as how this relates to forms of exclusion affecting women, the differently abled, the rural poor, and ethnic minorities, as well as the significance of the Fourth Industrial Revolution in the future of African universities. The book takes an epistemological approach to university teaching and learning, addressing issues such as decolonization and identity, social closure and diversity disputes, and the obstacles that come with the neoliberal paradigm. The book will be necessary reading for academics, scholars, and postgraduate students in the fields of Sociology of Education, decolonising education, Inclusive Education, and Philosophy of Education, as it resonates with existing discourses.
Author: Esther Mavengano
Publisher: Springer Nature
ISBN: 3031428838
Category : Political Science
Languages : en
Pages : 435
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Book Description
This two-volume set charts a cross-disciplinary discursive terrain that proffers rich insights about deceit in contemporary postcolonial Sub-Saharan African politics. In an attempt to produce a nuanced and multifaceted academic dialoguing platform, the two volumes have a particular focus on the aspects of treachery, fear of difference (oppositional politics), and discourses/semiotics of mis/self-representation. The major aim of the proposed volumes is to contribute toward the often problematised conversations about the unfolding (post)colonial Sub-Saharan world which is topical in decolonial and Pan-African studies.The volumes seek to place political thinking and postcolonial political systems under the scholarly gaze with the view to highlight and enhance the participation of African cross-disciplinary scholarship in the postcolonial political processes of the continent. Most significantly, it is through such probing of the limitations of our own disciplinary perspectives which can help us appreciate the complexity of the postcolonial Sub-Saharan African politics. The first volume uses Zimbabwe as a case study, while the second volume examines postcolonial politics in Sub-Saharan Africa more broadly.The first volume uses Zimbabwe as a case study, while the second volume examines postcolonial politics in Sub-Saharan Africa more broadly.The first volume uses Zimbabwe as a case study, while the second volume examines postcolonial politics in Sub-Saharan Africa more broadly.
Author: Güne?, Ahmet Melih
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 418
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Book Description
In today's rapidly evolving educational landscape, traditional methods need help to keep pace with the dynamic needs of students and society. Schools are facing unprecedented challenges in adapting to these changes, leading to a growing demand for innovative approaches to education. Interdisciplinary Approach to Fostering Change in Schools identifies this pressing issue. It offers a comprehensive solution by harnessing the power of multidisciplinary perspectives. This book understands that the complexity of modern education demands a multifaceted approach. It brings together insights from diverse disciplines such as educational management, technology, social studies, and language teaching to provide a holistic view of the challenges schools face today. Importantly, each chapter offers practical strategies and solutions grounded in research and real-world experience. This emphasis on practicality reassures educators, researchers, and policymakers that the book's content is not just theoretical but can be applied effectively in their professional context.
Author:
Publisher: BRILL
ISBN: 9004447946
Category : Education
Languages : en
Pages : 386
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Book Description
This book explores the complexities of curriculum studies by taking into account African perspectives of curriculum theory, curriculum theorising and the theoriser. It provides alternative pathways to the curriculum discourse in Africa by breaking traditions and experimenting on alternative approaches.
Author: John L. Comaroff
Publisher: University of Chicago Press
ISBN: 0226114678
Category : Social Science
Languages : en
Pages : 612
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Book Description
In the second of a proposed three-volume study, John and Jean Comaroff continue their exploration of colonial evangelism and modernity in South Africa. Moving beyond the opening moments of the encounter between the British Nonconformist missions and the Southern Tswana peoples, Of Revelation and Revolution, Volume II, explores the complex transactions—both epic and ordinary—among the various dramatis personae along this colonial frontier. The Comaroffs trace many of the major themes of twentieth-century South African history back to these formative encounters. The relationship between the British evangelists and the Southern Tswana engendered complex exchanges of goods, signs, and cultural markers that shaped not only African existence but also bourgeois modernity "back home" in England. We see, in this volume, how the colonial attempt to "civilize" Africa set in motion a dialectical process that refashioned the everyday lives of all those drawn into its purview, creating hybrid cultural forms and potent global forces which persist in the postcolonial age. This fascinating study shows how the initiatives of the colonial missions collided with local traditions, giving rise to new cultural practices, new patterns of production and consumption, new senses of style and beauty, and new forms of class distinction and ethnicity. As noted by reviewers of the first volume, the Comaroffs have succeeded in providing a model for the study of colonial encounters. By insisting on its dialectical nature, they demonstrate that colonialism can no longer be seen as a one-sided relationship between the conquering and the conquered. It is, rather, a complex system of reciprocal determinations, one whose legacy is very much with us today.
Author: Amasa P. Ndofirepi
Publisher: Taylor & Francis
ISBN: 1000764184
Category : Education
Languages : en
Pages : 194
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Book Description
This book explores the influence of neoliberal globalisation on African higher education, considering the impact of the politics of neoliberal ideology on the nature and sources of knowledge in African universities. Written by African scholars, the book engages with debates around the commodification of knowledge, socially just knowledge, knowledge transformation, collaboration, and partnerships, and indigenous knowledge systems. It challenges the neoliberal approach to knowledge production and dissemination in African universities and contributes to debates around decolonising knowledge production in Africa. The chapters draw on experiences from universities in different sub-Saharan countries to show how the manifestation of neo-colonialism through the pursuit of the hegemonic neoliberal philosophy is impacting on decolonising university knowledge in Africa. Providing a unique critique of the impact of neoliberal higher education in Africa, the book will be essential reading for researchers, scholars, and postgraduate students in the field of Sociology of Education, decolonising education, Inclusive Education, and Education Policy.
Author: Xiaozhou Xu
Publisher: Springer Nature
ISBN: 9811518394
Category : Education
Languages : en
Pages : 268
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Book Description
This textbook helps readers increase their entrepreneurial knowledge, improve their competences, and expand their entrepreneurial thinking. The book consists of nine chapters: Expand Entrepreneurial Vision, Improve Entrepreneurial Quality, Prepare for Entrepreneurship Education, Identify Entrepreneurial Opportunities, Build An Entrepreneurship Team, Compose the Business Plan, Planing Entrepreneurial Strategy, Avoid Entrepreneurial Risks, and Optimize Entrepreneurial resources. It allows readers new to the area to gain an understanding of entrepreneurship and provides a solid basis for starting a business in the future. Each chapter includes learning objectives and “leads” at the beginning and ends with review and “think and discuss” sections.
