Suchergebnisse

Intro -- Preface -- Contents -- Notes on Contributors -- 1: African Philosophy (of Education) and Decolonisation in Post-apartheid South African Higher Education -- Introduction -- What Is Philosophy? What Is Western Philosophy? What Is African Philosophy? -- Decolonisation and Endogenous Knowledge: Popular (Ideological) or Strict (Theoretical) Use? -- Decolonisation of a Neo-liberal University in Post-apartheid South Africa -- Education for Decolonisation in South Africa's Constitutional Democracy -- Conclusion -- References -- 2: Decoloniality as a Viable Response to Educational Transformation in Africa -- Introduction -- The Epistemic Status in Africa -- Understanding Decoloniality -- On Reconceptualising Global Universalism -- Implications of Decoloniality -- Enacting Decoloniality -- Conclusion -- References -- 3: Decoloniality as Democratic Change Within Higher Education -- Introduction -- Democracy: The Goal of Higher Education -- Higher Education and Decolonisation -- Decoloniality as Democratising Higher Education in Africa -- Culturally Relevant Pedagogy as Decoloniality and Democratisation -- Pertinent Democratic Ideals for African Higher Education -- Conclusion -- References -- 4: Universities as Sites for Advancing Education for Decolonisation -- Introduction -- Decolonisation -- Decolonising Education -- Dilemmas in Decolonising Education -- Epistemic Violence -- Subtleties of Coloniality -- Advancing Education for Decolonisation -- Roles, Functions and Responsibilities of Universities -- Relevance -- Academic Freedom and Creation of New Knowledge -- Capacities in Individuals -- Language of Instruction -- Unfamiliar Language Epistemically Disempowering -- Conclusion -- References -- 5: In Defence of Education That Embodies Decolonisation -- Introduction -- Decolonisation as a Necessary Project.

"This innovative volume critically examines the intersection between democracy, education and communication in African educational domains. Providing a platform for multidisciplinary research, it advances scholarship in democratic citizenship education in African higher education through methodological and theoretical innovation. The book discusses the extent to which explicit or subtle communication frameworks that underlie policymaking, institutional culture, teaching and learning experiences in African higher education significantly engender democratic mind habits and practices in students as citizens. Chapters in the book examine how communication frameworks in pedagogy ought to navigate power imbalances between students on the one hand and the institution and academics on the other. The book also examines how (dis)empowering higher education policies are and whether they contribute to democratic equality. This book will be of great interest to academics, researchers and post-graduate students in the fields of education, democratic citizenship education, communication, and African studies"--