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.
Table of Contents
Foreword - Planetary Decolonisation and Ecologies of Knowledges
Emnet Tadesse Woldegiorgis, Abraham Brahima & Irina Turner
1. The Emergence of Decolonisation Debates in African Higher Education: A Historical Perspective
Emnet Tadesse Woldegiorgis
2. An Integrated Approach towards Decolonising Higher Education: A Perspective from Anthropology
Vanessa Wijngaarden and Grace Ese-osa Idahosa
3. Rethinking Linguistics at Nelson Mandela University: Emerging Decolonial Insights
4. ‘What is the Point of Studying Africa in Europe?’ A Micro-ethnographic Study of Decolonising African Studies through International Post-graduates in Germany
5. The Relationality of Knowledge and Post-colonial Endeavours – Analyzing the Definition, Emergence and Trading of Knowledge(s) from a Network Theory Perspective
6. Conceptual Decolonisation, Endogenous Knowledge and Translation
7. Linguistic Coexistence and Controversy in Algerian Higher Education. From Colonialisation via the Arabisation Movement to the Adoption of Hybridity
Abbes Sebihi and Leonie Schoelen
8. Class and Literature: Cross-cutting Theorisations and Practices of Ngũgĩ wa Thiong’o and Mao Zedong in Education
9. ‘Borrowed’ Languages in Africa: a Reflection on the Reader-Writer Imaginary;
Tsevi Dodounou and Billian K. Otundo
10. Must Decolonisation Occur on an Island? The Role of Occupation in Developing Future Visions within the #Rhodes Must Fall Movement
11. Decolonisation of knowledge on Land Governance as per Higher Education – An ethnographical experience from West Africa
Epilogue: A long way towards a Decolonial Future in African Higher Education: An alternative Perspective from Hybridity
Irina Turner, Emnet Woldegiorgis, Abraham Brahima
Emnet Tadesse Woldegiorgis is an Associate Professor of Higher Education Studies at the Ali Mazrui Center for Higher Education, University of Johannesburg, South Africa. He has published several academic works on theories of regionalisation, student mobility, cost-sharing, partnership models, and harmonisation of higher education systems in Africa.
Irina Turner holds the position as Academic Councillor at the chair of African Language Studies I at Bayreuth University, Germany. Her research interests are interdisciplinary questions of cultural and media studies, political communication, and applied linguistics with a focus on multilingualism in South Africa.
Abraham Brahima is currently a Research Associate at the African Centre for Advanced Studies (CAHE, Université d’Abomey-Calavi), Benin. His research and teaching interests include African philosophy, philosophy and sociology of science, theory of knowledge, language policies in Africa, and postcolonial translation.