amasa ndofirepi | University of Johannesburg, South Africa (original) (raw)
Papers by amasa ndofirepi
International Journal of Higher Education
This conceptual article examines the ukama ethic concerning the Covid-19 pandemic-induced ‘new no... more This conceptual article examines the ukama ethic concerning the Covid-19 pandemic-induced ‘new normal’ in African higher education. In so doing, we endeavor to appropriate ukama which is a communally oriented value system to militate against socially isolated individualism in Remote Learning and an Ethic of Care that combats social prejudices occasioned by the Covid-19 pandemic in African higher education. Our central argument is that Ukama ethic is contextually appropriate in the Covid-19 pandemic-induced ‘new normal in African higher education. This article does two important things. Firstly, in light of the demands for local thought traditions in African higher education, it advances the social values of relatedness that constitute Ukama ethic to normatively underline the Remote Learning and Ethics of Care. In this regard, a question that is important to us is; if not now in the ‘new normal, then when can local thought traditions be fully incorporated into African higher educatio...
Rurality, Social Justice and Education in Sub-Saharan Africa Volume II, 2020
In this final chapter the key themes that have emerged from the preceding chapters of the two vol... more In this final chapter the key themes that have emerged from the preceding chapters of the two volumes are synthesised. Drawing from diverse rural schooling and higher education contexts in Cameroon, Ghana, Kenya, Zimbabwe, Rwanda and South Africa, the chapters provide an overview of challenges and promising narratives of rurality and social justice in schools and higher education in Sub-Saharan Africa. Scholarly research has demonstrated the gross inequalities and injustices which confront rural education as compared to urban counterparts particularly in Sub-Saharan Africa. With the dawn of a postcolonial dispensation within the continent, a distributive justice approach has dominated
Regionalization of African Higher Education, 2017
This article discusses the nature of university–society relations in response to the calls on Sou... more This article discusses the nature of university–society relations in response to the calls on South African universities for greater social and economic responsiveness driven by external stakeholders. The adoption of constitutional democracy and the provision of institutional autonomy have provided them with considerable freedom to pursue their goals in society. However, they have also left them under considerable pressure from competing interest groups, intensifying the levels of internal and external determination, very often in a conflicting manner. The article argues that current forms of determination (e.g. Constitutional framework, policy and stakeholder demands) on university operations cannot per se provide adequate options for university–society relations. Critical to effective university–society relations is the structure of production and distribution of knowledge. The problem in this regard stems from the failure to recognize the encroachment of the profit motive into th...
The centrality of the role of university education in the future of society is indubitable as ins... more The centrality of the role of university education in the future of society is indubitable as institutions of higher learning are, in practice, prime springs of new knowledge and skills—crucial and indispensable drivers of the economy. The university is charged with the responsibility of creating rich learning conditions that prepare learners for their place in society by providing access to scientific knowledge of high quality—an environment that bridges knowledge generation and the application of such knowledge in society.
The Anthropologist, 2012
Research shows that one of the aims of theory is to understand and the process of theorising is a... more Research shows that one of the aims of theory is to understand and the process of theorising is a distinctly human and humanising social process through which we understand ourselves and our environment. Philosophical inquiry can be said to be theory that explains practice and is in turn grounded in practice that can help to explore and clarify the underlying assumptions of competing value frameworks by critically reflecting on conventional views and assessing their worth in educational research. As theory, philosophical inquiry can provide tools for examining the things that researchers in education so often take for granted in their daily practices. But the question that we ask in this paper is: What makes researchers in education look down upon philosophical inquiry? Are they aware of the complementary role philosophical inquiry plays in scientific matters that concern education? It is on the basis of the foregoing that this paper seeks to argue a case for philosophical inquiry as theory in educational research. We argue that all successful educational research involves philosophical inquiry as implicit theory that informs the practice.
Journal of Social Sciences, 2013
The study examined the challenges experienced by teachers when implementing the performance manag... more The study examined the challenges experienced by teachers when implementing the performance management system (PMS) in Zimbabwean high schools. A qualitative survey design was used. Forty school teachers and five school heads participated in the study. The sample for teachers was randomly selected while the school heads were purposively selected from five high schools in Masvingo province of Zimbabwe. Data were collected using questionnaires and interviews in this study. The study found that lack of training on performance management (PM), abuse of the system by school heads, failure by school management to provide staff development programmes, lack of meaningful reward as well as shortage of resources were the major obstacles affecting the implementation of the system. Recommendations thus mainly focused at ways of mitigating such challenges so as to revitalise the PMS.
Journal of Social Sciences, 2012
The following questions are addressed in this concept paper: (a) What kind of citizenship educati... more The following questions are addressed in this concept paper: (a) What kind of citizenship education, if any, should schools in liberal societies promote? and (b) What ends is such education supposed to serve? A transformation agenda of an emerging democratic society such as South Africa should be informed by an education system that fosters democratic ideals. Schools are primarily instituted with the central goal of producing educated persons in general and persons who are as knowledgeable as they are reasonable in particular. But can we educate for reasonableness without educating for thinking? We present in this paper a theoretical-philosophical exposé of Philosophy for Children by attempting to advance a convincing interpretation of reasonableness in the context of South Africa. We argue a case for doing philosophy with children as this promotes the virtues of striving for objectivity, accepting fallibility, judiciousness and maintaining a pragmatic attitude which are critical for a reasonable person.
Journal of Social Sciences, 2012
The objective of this concept paper is to critique constructivism in teaching and learning. This ... more The objective of this concept paper is to critique constructivism in teaching and learning. This is a concept paper that reviews and critiques constructivism as epistemology and a learning theory and how teachers can apply this approach in the classroom. Based on research evidence, constructivism contributes significantly to the teaching-learning processes in schools. This concept paper will benefit teachers, learners, policy-makers and researchers in their quest to improve the quality of classroom learning in schools.
The Anthropologist, 2013
In this paper, the researchers suggest that the engagement of children in philosophical enquiry f... more In this paper, the researchers suggest that the engagement of children in philosophical enquiry from an early age can help prepare them for democratic citizenship and help to create future leaders in Africa who are tolera nt, respectful of others, committed to social justice and appreciative of the 'otherness' of t he 'other'. Although the desire for freedom may be innate, knowledge of how democracy functions must be taught and learnt. The researchers argue that the skills and values of democracy are socially learnt rather than innate and thus need to be modelled in formal schools. To this end, they posit that any society that wishes to remain free needs to ensure that its citizens (including children) are well educated in the theory and practice of democracy. The paper offers a critical philosophical exploration of the Matthew Lipman-initiated Philosophy for Children programme and the influence it may have on the production of democratic citizens.
Studies of Tribes and Tribals, 2013
In this paper the researchers present a theoretical debate in which they advance the case of doin... more In this paper the researchers present a theoretical debate in which they advance the case of doing philosophy with children. It is their case that children in Africa will take their rightful, empowered positions and play meaningful roles in adult life if they are exposed to philosophy in schools from an early age. Throughout the history of ideas, philosophy has been interpreted as providing enlightenment and attending to the questions and issues that seek to improve human life. Critics have, however, denigrated the role of philosophy in contemporary life and hence relegated it to mere verbiage that serves no purpose for practical life. They have accused it of being a distraction which contributes nothing to society; one that is dangerous. On the contrary, in this paper we attempt to justify doing philosophy with children as a pragmatic and realistic way of empowering children as citizens-in-waiting. The Philosophy for Children approach aims at the development of critical thinking in young learners through philosophical dialogue. Starting with children, the researchers contend that philosophy is needed now in Africa more than ever to address issues of ethnic diversity, oppression, and the creation of more tolerant and inclusive societies.
Studies of Tribes and Tribals, 2012
The paper is a theoretical-conceptual exploration of the place of traditional systems of educatin... more The paper is a theoretical-conceptual exploration of the place of traditional systems of educating in African societies prior to the colonisation by the West. The researchers argue that despite the denigration by the west, Africans had an equally worthwhile (E)ducation and not an inferior (e)ducation system. The researchers' case is premised on the understanding that every society has its own tradition of educating its new members and traditional Africa is no exception. The paper provides a critical argument which challenges the authoritative nature of traditional African education for denying children access to critical and creative thinking. "...the solution to the present predicament of Africa involves throwing off the yoke of History, turning that prison into a palace of hope, understanding Africa, denouncing her vices, nursing her virtues. Above all, it means believing in ourselves."(Osundare 1998: 234
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES, 2013
This study, informed by the academic literacies approach, was part of a broader study that sought... more This study, informed by the academic literacies approach, was part of a broader study that sought to establish students' perceptions of the efficacy of the English language interventions at a university using a case methodology. A sample of 142 students responded to a structured questionnaire on English Language Literacy Support Programmes for Students offered by the University's Writing Centre. The non-probability sampling method was used in selecting the students. Data were also collected through an interview with three university officials for triangulation purposes. Questionnaire data were quantitatively analysed (statistical frequencies) while interview date were qualitatively analysed by discerning themes. Paradoxically, the findings indicated that the students did not perceive themselves as weak in English (an aspect refuted by the interviewed officials) but indicated that they were in need of English language support. The study concluded that the English Language support services were therefore not as effective as they should be since few of the students made use of them. It is recommended that the English Language support services need improvement in terms of space, human and e-resources to support teaching and learning. Moreover university authorities should seriously consider implementing a compulsory assessment test for all new entrants whose mother tongue is not English to identify those in need of such support.
The Anthropologist, 2012
Many times teachers hide behind "The Department", "The Standards", "The Examinations", and "The R... more Many times teachers hide behind "The Department", "The Standards", "The Examinations", and "The Resources" when taken to task about their poor instruction and lack of adequate care for learners and commitment to duty. A lot of public funds are used to finance education. Such huge funding has to be justified through calls for responsibility and accountability in schools, particularly by teachers. There is a general view that if public schools were managed in exactly the same way private companies were managed and the reward and punishment for teachers was on the basis of how much students learnt, teaching and learning would improve in schools. Teachers often see themselves as teaching learners without critically reflecting on the ext ent to which they are accou nta ble to parents of the lea rners and to the learners they teach. Su ch a lack of a com plete understanding of the view that teachers as professionals have high levels of accountability often see teachers exhibiting unprofessional conduct in wanton disrespect and despise of parents and learners. In this paper the researchers explore the concept teacher accountability. They further examine the different types of accountability teachers have and also outline some of the elements of unprofessional conduct teachers exhibit due t o lack of accountability. The reasons why teachers should be fully accountable to parents and learners are outlined. In this paper the researchers also outline conditions that should be in place before teachers are made accountable and they recommend the licensing of teachers and the introduction of performance-rela ted incentives a s some of the measures that to ensure teacher accountability in public schools in South Africa.
Journal of Human Ecology, 2014
In this paper, the researchers present a theoretical discussion of the notion of "child" in tradi... more In this paper, the researchers present a theoretical discussion of the notion of "child" in traditional African communities. The researchers' premise is that different societies have unique conceptions of child and childhood hence each group of people have a peculiar philosophical outlook of a 'child' notwithstanding some similarities in places. While the researchers acknowledge that there is a multiple range of socio-cultural communities present in Africa, they submit that there are common threads that connect the African worldview. Their thesis is founded on their Shona background although they attempt to make comparisons with other African cultures. The researchers survey the different conceptions of the notion of child in traditional Africa from a historico-philosophical perspective.
Knowledge and Change in African Universities, 2017
When researching Otherness against the colonial or apartheid legacy (be it with respect to women,... more When researching Otherness against the colonial or apartheid legacy (be it with respect to women, white or black people, or rural communities, for example), the relation between the subject and the object of research develops against the background of the social relations that have been objectively structured in the past, and are currently reproduced.
Knowledge and Change in African Universities, 2017
In this conclusion, we synthesise and reflect on the key themes emerging from the conversations i... more In this conclusion, we synthesise and reflect on the key themes emerging from the conversations in all the chapters in volumes one and two. Since it would be impossible to scan through all the issues flagged in the various chapters, we focus only on those that constitute the primary focus of our conversations, i.e. the epistemological and theoretical reflections that might have some bearing on future debates.
Knowledge and Change in African Universities, 2017
Universities routinely carry out research, and through staff and graduate student ‘outputs’, prod... more Universities routinely carry out research, and through staff and graduate student ‘outputs’, produce knowledge. In recent times, however, demand for an increasingly mercantile feasibility of knowledge among academic knowledge producers has become significant. Economists consider higher education to provide both private and public benefits (Marginson, 2007; McMahon, 2009) and one of the central concerns of contemporary higher education policy debates is the extent to which higher education contributes to the ‘public good’.
Knowledge and Change in African Universities, 2017
In this chapter, we examine the relatively brief history1 of the African university, which is lar... more In this chapter, we examine the relatively brief history1 of the African university, which is largely a post-colonial phenomenon. We assess both the alignment and misalignment between the purposes for which the African university was created, and how it has acquitted itself in serving those purposes. In the process, we consider the opportunities and challenges responsible for the role this institution has played in Africa’s development so far.
Journal of Education and Learning (EduLearn), 2014
The process of knowledge production, dissemination and consumption has captured much scholarly at... more The process of knowledge production, dissemination and consumption has captured much scholarly attention from a political viewpoint in recent times. Discourses on development, empowerment, transformation and democracy have revolved around knowledge and power and more precisely on the politics of knowledge. Institutions of higher learning, especially universities, globally, as nerve centres of knowledge production and distribution, have not been spared from the challenges of the politics of knowledge. In this conceptual paper, we theorise the dynamics of the challenges and opportunities of the politics of knowledge in the context of the postcolonial African university’s endeavour to transform epistemologies in higher education in the 21st century Africa. Our case is premised on three claims, namely that 1) the production and mediation of knowledge is a genuinely political process(Weiler, 2011b) 2) universities can be considered among the most political institutions in society (Ordori...
International Journal of Higher Education
This conceptual article examines the ukama ethic concerning the Covid-19 pandemic-induced ‘new no... more This conceptual article examines the ukama ethic concerning the Covid-19 pandemic-induced ‘new normal’ in African higher education. In so doing, we endeavor to appropriate ukama which is a communally oriented value system to militate against socially isolated individualism in Remote Learning and an Ethic of Care that combats social prejudices occasioned by the Covid-19 pandemic in African higher education. Our central argument is that Ukama ethic is contextually appropriate in the Covid-19 pandemic-induced ‘new normal in African higher education. This article does two important things. Firstly, in light of the demands for local thought traditions in African higher education, it advances the social values of relatedness that constitute Ukama ethic to normatively underline the Remote Learning and Ethics of Care. In this regard, a question that is important to us is; if not now in the ‘new normal, then when can local thought traditions be fully incorporated into African higher educatio...
Rurality, Social Justice and Education in Sub-Saharan Africa Volume II, 2020
In this final chapter the key themes that have emerged from the preceding chapters of the two vol... more In this final chapter the key themes that have emerged from the preceding chapters of the two volumes are synthesised. Drawing from diverse rural schooling and higher education contexts in Cameroon, Ghana, Kenya, Zimbabwe, Rwanda and South Africa, the chapters provide an overview of challenges and promising narratives of rurality and social justice in schools and higher education in Sub-Saharan Africa. Scholarly research has demonstrated the gross inequalities and injustices which confront rural education as compared to urban counterparts particularly in Sub-Saharan Africa. With the dawn of a postcolonial dispensation within the continent, a distributive justice approach has dominated
Regionalization of African Higher Education, 2017
This article discusses the nature of university–society relations in response to the calls on Sou... more This article discusses the nature of university–society relations in response to the calls on South African universities for greater social and economic responsiveness driven by external stakeholders. The adoption of constitutional democracy and the provision of institutional autonomy have provided them with considerable freedom to pursue their goals in society. However, they have also left them under considerable pressure from competing interest groups, intensifying the levels of internal and external determination, very often in a conflicting manner. The article argues that current forms of determination (e.g. Constitutional framework, policy and stakeholder demands) on university operations cannot per se provide adequate options for university–society relations. Critical to effective university–society relations is the structure of production and distribution of knowledge. The problem in this regard stems from the failure to recognize the encroachment of the profit motive into th...
The centrality of the role of university education in the future of society is indubitable as ins... more The centrality of the role of university education in the future of society is indubitable as institutions of higher learning are, in practice, prime springs of new knowledge and skills—crucial and indispensable drivers of the economy. The university is charged with the responsibility of creating rich learning conditions that prepare learners for their place in society by providing access to scientific knowledge of high quality—an environment that bridges knowledge generation and the application of such knowledge in society.
The Anthropologist, 2012
Research shows that one of the aims of theory is to understand and the process of theorising is a... more Research shows that one of the aims of theory is to understand and the process of theorising is a distinctly human and humanising social process through which we understand ourselves and our environment. Philosophical inquiry can be said to be theory that explains practice and is in turn grounded in practice that can help to explore and clarify the underlying assumptions of competing value frameworks by critically reflecting on conventional views and assessing their worth in educational research. As theory, philosophical inquiry can provide tools for examining the things that researchers in education so often take for granted in their daily practices. But the question that we ask in this paper is: What makes researchers in education look down upon philosophical inquiry? Are they aware of the complementary role philosophical inquiry plays in scientific matters that concern education? It is on the basis of the foregoing that this paper seeks to argue a case for philosophical inquiry as theory in educational research. We argue that all successful educational research involves philosophical inquiry as implicit theory that informs the practice.
Journal of Social Sciences, 2013
The study examined the challenges experienced by teachers when implementing the performance manag... more The study examined the challenges experienced by teachers when implementing the performance management system (PMS) in Zimbabwean high schools. A qualitative survey design was used. Forty school teachers and five school heads participated in the study. The sample for teachers was randomly selected while the school heads were purposively selected from five high schools in Masvingo province of Zimbabwe. Data were collected using questionnaires and interviews in this study. The study found that lack of training on performance management (PM), abuse of the system by school heads, failure by school management to provide staff development programmes, lack of meaningful reward as well as shortage of resources were the major obstacles affecting the implementation of the system. Recommendations thus mainly focused at ways of mitigating such challenges so as to revitalise the PMS.
Journal of Social Sciences, 2012
The following questions are addressed in this concept paper: (a) What kind of citizenship educati... more The following questions are addressed in this concept paper: (a) What kind of citizenship education, if any, should schools in liberal societies promote? and (b) What ends is such education supposed to serve? A transformation agenda of an emerging democratic society such as South Africa should be informed by an education system that fosters democratic ideals. Schools are primarily instituted with the central goal of producing educated persons in general and persons who are as knowledgeable as they are reasonable in particular. But can we educate for reasonableness without educating for thinking? We present in this paper a theoretical-philosophical exposé of Philosophy for Children by attempting to advance a convincing interpretation of reasonableness in the context of South Africa. We argue a case for doing philosophy with children as this promotes the virtues of striving for objectivity, accepting fallibility, judiciousness and maintaining a pragmatic attitude which are critical for a reasonable person.
Journal of Social Sciences, 2012
The objective of this concept paper is to critique constructivism in teaching and learning. This ... more The objective of this concept paper is to critique constructivism in teaching and learning. This is a concept paper that reviews and critiques constructivism as epistemology and a learning theory and how teachers can apply this approach in the classroom. Based on research evidence, constructivism contributes significantly to the teaching-learning processes in schools. This concept paper will benefit teachers, learners, policy-makers and researchers in their quest to improve the quality of classroom learning in schools.
The Anthropologist, 2013
In this paper, the researchers suggest that the engagement of children in philosophical enquiry f... more In this paper, the researchers suggest that the engagement of children in philosophical enquiry from an early age can help prepare them for democratic citizenship and help to create future leaders in Africa who are tolera nt, respectful of others, committed to social justice and appreciative of the 'otherness' of t he 'other'. Although the desire for freedom may be innate, knowledge of how democracy functions must be taught and learnt. The researchers argue that the skills and values of democracy are socially learnt rather than innate and thus need to be modelled in formal schools. To this end, they posit that any society that wishes to remain free needs to ensure that its citizens (including children) are well educated in the theory and practice of democracy. The paper offers a critical philosophical exploration of the Matthew Lipman-initiated Philosophy for Children programme and the influence it may have on the production of democratic citizens.
Studies of Tribes and Tribals, 2013
In this paper the researchers present a theoretical debate in which they advance the case of doin... more In this paper the researchers present a theoretical debate in which they advance the case of doing philosophy with children. It is their case that children in Africa will take their rightful, empowered positions and play meaningful roles in adult life if they are exposed to philosophy in schools from an early age. Throughout the history of ideas, philosophy has been interpreted as providing enlightenment and attending to the questions and issues that seek to improve human life. Critics have, however, denigrated the role of philosophy in contemporary life and hence relegated it to mere verbiage that serves no purpose for practical life. They have accused it of being a distraction which contributes nothing to society; one that is dangerous. On the contrary, in this paper we attempt to justify doing philosophy with children as a pragmatic and realistic way of empowering children as citizens-in-waiting. The Philosophy for Children approach aims at the development of critical thinking in young learners through philosophical dialogue. Starting with children, the researchers contend that philosophy is needed now in Africa more than ever to address issues of ethnic diversity, oppression, and the creation of more tolerant and inclusive societies.
Studies of Tribes and Tribals, 2012
The paper is a theoretical-conceptual exploration of the place of traditional systems of educatin... more The paper is a theoretical-conceptual exploration of the place of traditional systems of educating in African societies prior to the colonisation by the West. The researchers argue that despite the denigration by the west, Africans had an equally worthwhile (E)ducation and not an inferior (e)ducation system. The researchers' case is premised on the understanding that every society has its own tradition of educating its new members and traditional Africa is no exception. The paper provides a critical argument which challenges the authoritative nature of traditional African education for denying children access to critical and creative thinking. "...the solution to the present predicament of Africa involves throwing off the yoke of History, turning that prison into a palace of hope, understanding Africa, denouncing her vices, nursing her virtues. Above all, it means believing in ourselves."(Osundare 1998: 234
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES, 2013
This study, informed by the academic literacies approach, was part of a broader study that sought... more This study, informed by the academic literacies approach, was part of a broader study that sought to establish students' perceptions of the efficacy of the English language interventions at a university using a case methodology. A sample of 142 students responded to a structured questionnaire on English Language Literacy Support Programmes for Students offered by the University's Writing Centre. The non-probability sampling method was used in selecting the students. Data were also collected through an interview with three university officials for triangulation purposes. Questionnaire data were quantitatively analysed (statistical frequencies) while interview date were qualitatively analysed by discerning themes. Paradoxically, the findings indicated that the students did not perceive themselves as weak in English (an aspect refuted by the interviewed officials) but indicated that they were in need of English language support. The study concluded that the English Language support services were therefore not as effective as they should be since few of the students made use of them. It is recommended that the English Language support services need improvement in terms of space, human and e-resources to support teaching and learning. Moreover university authorities should seriously consider implementing a compulsory assessment test for all new entrants whose mother tongue is not English to identify those in need of such support.
The Anthropologist, 2012
Many times teachers hide behind "The Department", "The Standards", "The Examinations", and "The R... more Many times teachers hide behind "The Department", "The Standards", "The Examinations", and "The Resources" when taken to task about their poor instruction and lack of adequate care for learners and commitment to duty. A lot of public funds are used to finance education. Such huge funding has to be justified through calls for responsibility and accountability in schools, particularly by teachers. There is a general view that if public schools were managed in exactly the same way private companies were managed and the reward and punishment for teachers was on the basis of how much students learnt, teaching and learning would improve in schools. Teachers often see themselves as teaching learners without critically reflecting on the ext ent to which they are accou nta ble to parents of the lea rners and to the learners they teach. Su ch a lack of a com plete understanding of the view that teachers as professionals have high levels of accountability often see teachers exhibiting unprofessional conduct in wanton disrespect and despise of parents and learners. In this paper the researchers explore the concept teacher accountability. They further examine the different types of accountability teachers have and also outline some of the elements of unprofessional conduct teachers exhibit due t o lack of accountability. The reasons why teachers should be fully accountable to parents and learners are outlined. In this paper the researchers also outline conditions that should be in place before teachers are made accountable and they recommend the licensing of teachers and the introduction of performance-rela ted incentives a s some of the measures that to ensure teacher accountability in public schools in South Africa.
Journal of Human Ecology, 2014
In this paper, the researchers present a theoretical discussion of the notion of "child" in tradi... more In this paper, the researchers present a theoretical discussion of the notion of "child" in traditional African communities. The researchers' premise is that different societies have unique conceptions of child and childhood hence each group of people have a peculiar philosophical outlook of a 'child' notwithstanding some similarities in places. While the researchers acknowledge that there is a multiple range of socio-cultural communities present in Africa, they submit that there are common threads that connect the African worldview. Their thesis is founded on their Shona background although they attempt to make comparisons with other African cultures. The researchers survey the different conceptions of the notion of child in traditional Africa from a historico-philosophical perspective.
Knowledge and Change in African Universities, 2017
When researching Otherness against the colonial or apartheid legacy (be it with respect to women,... more When researching Otherness against the colonial or apartheid legacy (be it with respect to women, white or black people, or rural communities, for example), the relation between the subject and the object of research develops against the background of the social relations that have been objectively structured in the past, and are currently reproduced.
Knowledge and Change in African Universities, 2017
In this conclusion, we synthesise and reflect on the key themes emerging from the conversations i... more In this conclusion, we synthesise and reflect on the key themes emerging from the conversations in all the chapters in volumes one and two. Since it would be impossible to scan through all the issues flagged in the various chapters, we focus only on those that constitute the primary focus of our conversations, i.e. the epistemological and theoretical reflections that might have some bearing on future debates.
Knowledge and Change in African Universities, 2017
Universities routinely carry out research, and through staff and graduate student ‘outputs’, prod... more Universities routinely carry out research, and through staff and graduate student ‘outputs’, produce knowledge. In recent times, however, demand for an increasingly mercantile feasibility of knowledge among academic knowledge producers has become significant. Economists consider higher education to provide both private and public benefits (Marginson, 2007; McMahon, 2009) and one of the central concerns of contemporary higher education policy debates is the extent to which higher education contributes to the ‘public good’.
Knowledge and Change in African Universities, 2017
In this chapter, we examine the relatively brief history1 of the African university, which is lar... more In this chapter, we examine the relatively brief history1 of the African university, which is largely a post-colonial phenomenon. We assess both the alignment and misalignment between the purposes for which the African university was created, and how it has acquitted itself in serving those purposes. In the process, we consider the opportunities and challenges responsible for the role this institution has played in Africa’s development so far.
Journal of Education and Learning (EduLearn), 2014
The process of knowledge production, dissemination and consumption has captured much scholarly at... more The process of knowledge production, dissemination and consumption has captured much scholarly attention from a political viewpoint in recent times. Discourses on development, empowerment, transformation and democracy have revolved around knowledge and power and more precisely on the politics of knowledge. Institutions of higher learning, especially universities, globally, as nerve centres of knowledge production and distribution, have not been spared from the challenges of the politics of knowledge. In this conceptual paper, we theorise the dynamics of the challenges and opportunities of the politics of knowledge in the context of the postcolonial African university’s endeavour to transform epistemologies in higher education in the 21st century Africa. Our case is premised on three claims, namely that 1) the production and mediation of knowledge is a genuinely political process(Weiler, 2011b) 2) universities can be considered among the most political institutions in society (Ordori...