Education For Decoloniality And Decolonisation In Africa

This book focuses on understandings of higher education in relation to notions of decoloniality and decolonization in southern Africa. The volume draws on a range of case studies in multiple politico-cultural contexts on the African continent, and examines some of the challenges to be overcome in order to achieve education for decolonization and decoloniality. Acknowledging that patterns of exclusion, inequality and injustice are still prevalent in the African higher education landscape, the editors and contributors proffer bold attempts at democratizing education and examine how to cultivate just, equal and diverse pedagogical relations. Featuring case studies from South Africa, Zambia, Malawi, and Zimbabwe, the authors and editors examine how higher education can be further democratized and transformed along the lines of equality, liberty and recognition of diversity. This hopeful and bold collection will be of interest to scholars of decoloniality and decolonization in higher education, as well as higher education in southern Africa more specifically.

Education, development and decolonization provides a historical, theoretical and practical inter-disciplinary analysis of the contemporary trajectory of colonization (including internal colonization) through the linked projects of eurocentric development, globalization and the uncritical adoption of colonial modes of education and learning in schools, communities, social movements and the “progressive” church in Asia, Africa and the Americas.

This book discusses the status and importance of decolonisation and indigenous knowledge in academic research, teaching, and learning programmes and beyond. Taking practical lessons from a range of institutions in Africa, the book argues that that local and global sciences are culturally equal and capable of synergistic complementarity and then integrates the concept of hybrid science into discourses on decolonisation. The chapters argue for a cross-cultural dialogue between different epistemic traditions and the accommodation 'Indigenous' knowledge systems in higher education. Bringing together critical scholars, teaching and administrating academics from different disciplines, the chapters provide alternative conceptual outlooks and practical case-based perspectives towards decolonised study environments. This book will be of interest to researchers of decolonisation, postcolonial studies, higher education studies, political studies, African studies, and philosophy.

Developing Teaching and Learning in Africa is a collection of chapters that carry on the topical discussions on indigenous knowledges and western epistemologies. African societies still aspire towards knowledge that is liberatory, enhance critical thinking and decentre Eurocentrism. The contributors explore these decolonial debates as they navigate ways of moving towards epistemic freedom and cognitive justice.

Norah Barongo-Muweke aims to reconstruct a theory of citizenship education for the postcolonial South. She works towards fostering scientific construction and mainstreaming of postcoloniality as analytical category, dimension of gender, policy, sustainable learning and societal transformation. A consistent conceptual framework for theorising together gender and postcoloniality is absent so far. In her analyses citizenship awareness and its bedrock institutions are eroded.

This provocative book is anchored on the insurgent and resurgent spirit of decolonization of the twenty-first century. The author calls upon Africa to turn over a new leaf in the domains of politics, economy, and knowledge as it frees itself from imperial global designs and global coloniality. With a focus on Africa and its Diaspora, the author calls for a radical turning over of a new leaf, predicated on decolonial turn and epistemic freedom. The key themes subjected to decolonial analysis include: (1) decolonization/decoloniality – articulating the meaning and contribution of the decolonial turn; (2) subjectivity/identity – examining the problem of Blackness (identity) as external and internal invention; (3) the Bandung spirit of decolonization as an embodiment of resistance and possibilities, development and self-improvement; (4) development and self-improvement – of African political economy, as entangled in the colonial matrix of power, and the African Renaissance, as weakened by undecolonized political and economic thought; and (5) knowledge – the role of African humanities in the struggle for epistemic freedom. This groundbreaking volume opens the intellectual canvas on the challenges and possibilities of African futures. It will be of great interest to students and scholars of Politics and International Relations, Development, Sociology, African Studies, Black Studies, Education, History Postcolonial Studies, and the emerging field of Decolonial Studies.

This book explores the challenge of dismantling colonial schooling and how entangled power relations of the past have lingered in post-apartheid South Africa. It examines the ‘on the ground’ history of colonialism from the vantage point of a small town in the Karoo region, showing how patterns of possession and dispossession have played out in the municipality and schools. Using the strong political and ontological critique of decoloniality theories, the book demonstrates the ways in which government interventions over many years have allowed colonial relations and the construction of racialised differences to linger in new forms, including unequal access to schooling. Written in an accessible style, the book considers how the dream of decolonial schooling might be realised, from the vantage point of research on the margins. This Karoo region also offers an interesting case study as the site where the world’s largest radio telescope was recently located and highlights the contrasting logics of international ‘big science’ and local development needs. This book will be of interest to academics and scholars in the education field as well as to social geographers, sociologists, human geographers, historians and policy makers. Chapters 1 and 10 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Across the African continent, college student activists have long fought to decolonise African institutions. Reflecting ongoing Western colonisation, however, Indigenous African languages, thought, and structures remain excluded from African universities. Such universities remain steeped in Eurocentric modes of knowing, teaching, researching, and communicating. Students are rarely afforded the opportunity to learn about the wealth of knowledge and sustainable wisdom that was and is generated by their own home communities. Such localised Indigenous African perspectives are critical in a world committed to anti-Black racism, capitalist materialism, and global destruction. This book thus clarifies decolonial efforts to transform higher education from its anti-Black foundation, offering hope from universities across the continent. Writers are university administrators and faculty who directly challenge contemporary colonial education, exploring tangible ways to decolonise structures, curricula, pedagogy, research, and community relationships. Ultimately, this book moves beyond structural transformation to call for a global commitment to develop Indigenous African-led systems of higher education that foster multilingual communities, local knowledges, and localised approaches to global problems. In shifting from a Western-centric lens to multifaceted African-centrism, the authors reclaim decoloniality from co-optation, repositioning African intellectualism at the core of global higher education to sustain an Ubuntu-based humanity.