Decolonising African Higher Education: Practitioner Perspectives from Across the Continent

Description

Across the African continent, college student activists have long fought to decolonise African institutions. Reflecting ongoing Western colonisation, however, Indigenous African languages, thought, and structures remain excluded from African universities. Such universities remain steeped in Eurocentric modes of knowing, teaching, researching, and communicating. Students are rarely afforded the opportunity to learn about the wealth of knowledge and sustainable wisdom that was and is generated by their own home communities. Such localised Indigenous African perspectives are critical in a world committed to anti-Black racism, capitalist materialism, and global destruction. This book thus clarifies decolonial efforts to transform higher education from its anti-Black foundation, offering hope from universities across the continent. Writers are university administrators and faculty who directly challenge contemporary colonial education, exploring tangible ways to decolonise structures, curricula, pedagogy, research, and community relationships. Ultimately, this book moves beyond structural transformation to call for a global commitment to develop Indigenous African-led systems of higher education that foster multilingual communities, local knowledges, and localised approaches to global problems. In shifting from a Western-centric lens to multifaceted African-centrism, the authors reclaim decoloniality from co-optation, repositioning African intellectualism at the core of global higher education to sustain an Ubuntu-based humanity. Cover Endorsement Page Half Title Title Page Copyright Page Dedication Table of Contents List of Illustrations Acknowledgements About the Contributors Chapter 1: Decolonising Higher Education: Definitions, Conceptualisations, Epistemologies Why Decolonise Higher Education Conceptualising African Colonialities Conceptualising Decolonialities Critical Issues in Higher Education Decoloniality References Chapter 2: Centring African Knowledges to Decolonise Higher Education African Epistemologies Towards Ubuntu Western Academia in Resistance to African Epistemologies Towards an African Higher Education Conclusion References Chapter 3: Curriculum Transformation to Decolonise African Higher Education Globalisation of African Higher Education Curriculum Transformation Decolonising African Higher Education Reimagining African Higher Education Conclusion References Chapter 4: Removing and Recentring: Student Activist Perceptions of Curricular Decolonisation The Gap Identified Theoretical Framework Decolonisation Student Movements to Decolonise Curricula Towards a Curricular Decolonial Framework Methodology Sample Data Analysis Findings Moving towards a Decolonial Curriculum Student Protest Movements Recommendations Conclusion References Chapter 5: Localising Knowledge Systems Epistemic Violence and the Project of Formal Education The Colonial History of Education The Inception of Higher Education The Nature of Localised Knowledge: Characterising a Debate On Localised Knowledge: Conversations with Academics Sampling Data Collection Analysis Localising Knowledge: The Practical Possibilities Epistemological Possibilities Recommendations Institutional Level Researcher Level Community Level Conclusion References Chapter 6: Reclaiming Indigenous Epistemes: Entenga Drums Revival at Kyambogo University Education, Research, and Music Historical Background Indigenous Pedagogy My Experiences as a Music and Dance Teacher The Buganda Society The Entenga Royal Drums The Entenga Revival Processes Tenets of Musisi's Indigenous Pedagogy Entenga Public Performances Benefits to the Students Implications Note References Chapter 7: On Language, Coloniality, and Resistance: A Conversation between Abdirachid Ismail and Christopher B. Knaus References Chapter 8: (De)Colonising Physical Education in Ghana Physical Education in Ghana Ampe Tumatu Pilolo Oware Chaskele Ole Missionary Education Colonisation, Sports, and Physical Education From Independence to Institutionalising Sport Integrating Decolonial Sport References Chapter 9: The Re-Assimilation of Indigeneity in Education: A Long-Term Journey Ti koro nko agyina Indigenous Complexity in Uganda Musizi University: Recentring Indigeneity Obuntu Bulamu Community Engagement Teaching Care Collaboration Storytelling Language Study Project-based Learning Business Orientation Research Conclusion References Index