Knowledge and change in African universities. Volume 1, Current debates / edited by Michael Cross and Amasa Ndofirepi.
Ndofirepi, Amasa, editor.; Cross, Michael, editor.
2017
LA1503
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Title Knowledge and change in African universities. Volume 1, Current debates / edited by Michael Cross and Amasa Ndofirepi.
ISBN 9789463008426 (electronic book)
946300842X (electronic book)
9463008403
9789463008402
9789463008402
DOI https://doi.org/10.1007/978-94-6300-842-6
Published Rotterdam : Sense Publishers, [2017]
Copyright ©2017
Language English
Description 1 online resource (xvii, 219 pages .)
Item Number 10.1007/978-94-6300-842-6 doi
Call Number LA1503
Dewey Decimal Classification 378.6
Summary This 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. 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? 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?
Note This 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. 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? 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?
Bibliography, etc. Note Includes bibliographical references.
Access Note Access limited to authorized users.
Digital File Characteristics text file PDF
Source of Description Description based on print version record.
Added Author Ndofirepi, Amasa, editor.
Cross, Michael, editor.
Series African higher education (Sense Publishers) ; v. 1.
Available in Other Form Knowledge and change in African universities. Vol. 1. Current debates.
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TABLE OF CONTENTS; FOREWORD: Knowledge and Change in Contemporary Postcolonial Universities; THE UNIVERSITY: A EUROPEAN AND COLONIAL INSTITUTION; A NEW COLONISATION OF THE UNIVERSITY?; IDENTITY AND CONFLICT IN HIGHER EDUCATION; KNOWLEDGE AND CHANGE IN UNIVERSITIES TODAY; REFERENCES; ACKNOWLEDGEMENTS; 1. UNIVERSITY KNOWLEDGE FOR SOCIETAL CHANGE IN AFRICA: Unpacking Critical Debates; INTRODUCTION; KNOWING WHAT, THAT, AND HOW; UNIVERSITIES IN AFRICA OVER TIME: A TYPOLOGY; DECOLONISING THE AFRICAN UNIVERSITY; REFERENCES.

2. REINVENTING GREATNESS: Responding to Urgent Global-Level Responsibilities and Critical University-Level PrioritiesINTRODUCTION; THE IMPORTANCE OF KNOWLEDGE INSTITUTIONS; THE PROBLEM WITH OUR PRESENT DEVELOPMENT PARADIGM; RESPONDING MORE COHESIVELY AND COHERENTLY TO HUMANITY'S GRAND CHALLENGES; LOCATING AFRICA, AND SOUTH AFRICA, IN THE GLOBAL RESEARCH STAKES; REDEPLOYING RESEARCH RESOURCES; CONCLUSION; REFERENCES; 3. UBUNTU: African Philosophy of Education and Pedagogical Encounters; ON SOME OF THE POLEMICS ABOUT UBUNTU.

AN AFRICAN PHILOSOPHY OF EDUCATION AND ITS COMMENSURABILITY WITH UBUNTUAUTONOMY, RESPONSIBILITY AND ITERATION: TOWARDS A DEFENSIBLE AFRICAN PHILOSOPHY OF EDUCATION; IMPLICATIONS OF AN AFRICAN PHILOSOPHY OF EDUCATION FOR PEDAGOGICAL ACTION; REFERENCES; 4. KNOWLEDGE AS A PUBLIC GOOD: A Critical Gaze at the African University; INTRODUCTION; FUNCTIONS OF THE UNIVERSITY; THE NOTION OF PUBLIC GOOD; THE UNIVERSITY IN SOCIETY; THE AFRICAN UNIVERSITY IN CONTEXT; REPOSITIONING THE AFRICAN UNIVERSITY; CONCLUSION; REFERENCES.

5. THE CONDITIONS THAT MAKE A DIFFERENCE: Decolonial Historical Realism and the Decolonisation of Knowledge and EducationINTRODUCTION; DECOLONIAL HISTORICAL REALISM; EUROPE AND COLONIALITY; LATIN AMERICA AND DECOLONISATION; AFRICANISATION AND CHANGE; NOTES; REFERENCES; 6. KNOWLEDGE, GLOBALISATION AND THE AFRICAN UNIVERSITY: The Change Agenda; INTRODUCTION; DEFINING THE AFRICAN UNIVERSITY-MEANING AND MISSION; GOVERNANCE; FUNDING; CURRICULUM AND PEDAGOGY; RESEARCH; GLOBALISATION AND INTERNATIONALISATION; RE-THINKING THE AGENCY FOR CHANGE; SOME CONCLUDING THOUGHTS; NOTES; REFERENCES.

7. AFRICANISATION AND DIVERSE EPISTEMOLOGIES IN HIGHER EDUCATION DISCOURSES: Limitations and PossibilitiesINTRODUCTION: KNOWLEDGE AND IDENTITY
AN AFRICAN VISION OF HIGHER EDUCATION TRANSFORMATION; AFRICANISATION AND THE HIGHER EDUCATION CURRICULUM IN SOUTH AFRICA; 'WAYS OF KNOWING'; SOME ESSENTIAL DISTINCTIONS; WHAT IS 'EPISTEMOLOGICAL DIVERSITY'?; CONCLUDING THOUGHTS: THE ARGUMENT FROM EPISTEMIC INJUSTICE; NOTES; REFERENCES; 8. HIGHER EDUCATION TRANSFORMATION IN SOUTH AFRICA; INTRODUCTION; TRANSFORMING THE HIGHER EDUCATION SYSTEM; SOCIO-POLITICAL DYNAMICS: POST-1994 SOUTH AFRICA.

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