Decolonising African University Knowledges, Volume 2

Challenging the Neoliberal Mantra
1. Auflage 2022
ISBN: 978-1-032-14872-4
Verlag: Routledge

Buch, Englisch, 174 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 435 g

Reihe: Routledge Research in Decolonizing Education

This book explores the influence of neoliberal globalisation on African higher education, considering the impact of the politics of neoliberal ideology on the nature and sources of knowledge in African universities.

Written by African scholars, the book engages with debates around the commodification of knowledge, socially just knowledge, knowledge transformation, collaboration, and partnerships, and indigenous knowledge systems. It challenges the neoliberal approach to knowledge production and dissemination in African universities and contributes to debates around decolonising knowledge production in Africa. The chapters draw on experiences from universities in different sub-Saharan countries to show how the manifestation of neo-colonialism through the pursuit of the hegemonic neoliberal philosophy is impacting on decolonising university knowledge in Africa.

Providing a unique critique of the impact of neoliberal higher education in Africa, the book will be essential reading for researchers, scholars, and postgraduate students in the field of Sociology of Education, decolonising education, Inclusive Education, and Education Policy.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Ndofirepi, Amasa P.

Maringe, Felix

Vurayai, Simon

Erima, Gloria

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

1.Questioning the Neoliberal Agenda: What is to Know in the African University? 2.Can/Should African Universities be World-Class?: A Critical Purview. 3.The African University in the Neoliberal Era: In Pursuit of Socially-Just Knowledges in the 21st Century. 4.Authoritarian Neoliberalism, Kleptocracy and the Complicity of the African Academe. 5.Commodification of Knowledge in the African University: Prospects for Market-Led Higher Education. 6.Reclaiming the Identity of an African University in the Context of Globalisation: Prospects and Entrenched Challenges. 7.Utilisation of Indigenous Knowledge in the Teaching and Learning of Disaster Management in Zimbabwean Universities. 8.Students’ Transition from Extended to Mainstream Programmes at a South African University. 9.Scholarly Publications and the Peer-Review process: Focusing on Decoloniality. 10.The Hegemonic Neoliberal Knowledges in the African University: Which Way Now and Then? Afterword

Über Autor(innen)

Amasa P. Ndofirepi holds a PhD in Philosophy of Education and is currently an Associate Professor of Philosophy and History of Education at Sol Plaatje University and a Research Associate at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg. He has extensive experience in teacher education, previously worked at various higher education institutions in Zimbabwe and South Africa and has research interests in higher education studies from a philosophical perspective.

Felix Maringe is a Professor of Higher Education and Head of the School of Education at the University of the Witwatersrand in South Africa. He researches issues of social justice in the Internationalisation and Globalisation of Higher Education. Felix is widely published in refereed journals and has six books to his credit.

Simon Vurayai is a post-doctoral research fellow at the University of Johannesburg in South Africa. He holds a PhD in Sociology of Education. He is also a lecturer in the Sociology of Education at Great Zimbabwe University. His research interests are gender studies, social justice, problems in education, sociology of knowledge, sociology of mass media, sociology of development and poverty.

Gloria Erima is a post-doctoral fellow at the department of Education and Curriculum Studies at the University of Johannesburg in South Africa. Her research interest is centered around issues of social justice in education. She obtained her PhD in Education Leadership and Management at the University of the Witwatersrand in South Africa.