Creating the New African University grapples with the existence of African universities, particularly in post-independent Africa, where Higher Education Institutions (HEIs) are supposed to live up to the expectations of being adaptive in dealing with prevalent complex, dynamic contemporary and future challenges facing African societies. The book tackles the issue of what ought to be done for African universities to maintain a structure and identity that ensures their relevance in Africa’s development through generating and transforming knowledge into actions for the common good. It engages issues within the context of how post-colonial transformative obligations have been managed in light of the prevalent epistemological and pedagogical underpinnings that form the foundations of these universities as they seek to break from the clutches of colonial legacies. This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.

Castells in Africa: Universities and Development collects the papers produced by Manuel Castells on his visits to South Africa, and publishes them in a single volume for the first time. The book also publishes a series of empirically-based papers which together display the multi-faceted and far-sighted scope of his theoretical framework, and its fecundity for fine-grained, detailed empirical investigations on universities and development in Africa. Castells, in his afterword to this book, always looking forward, assesses the role of the university in the wake of the upheavals to the global economic order. He decides the university’s function not only remains, but is more important than ever. This book will serve as an introduction to the relevance of his work for higher education in Africa for postgraduate students, reflective practitioners and researchers. Includes two previously unpublished public lectures and an Afterword by Manuel Castells.

The New African Diaspora in Vancouver documents the experiences of immigrants from countries in sub-Saharan Africa on Canada's west coast. Despite their individual national origins, many adopt new identities as 'African' and are actively engaged in creating a new, place-based 'African community.' In this study, Gillian Creese analyzes interviews with sixty-one women and men from twenty-one African countries to document the gendered and racialized processes of community-building that occur in the contexts of marginalization and exclusion as they exist in Vancouver. Creese reveals that the routine discounting of previous education by potential employers, the demeaning of African accents and bodies by society at large, cultural pressures to reshape gender relations and parenting practices, and the absence of extended families often contribute to downward mobility for immigrants. The New African Diaspora in Vancouver maps out how African immigrants negotiate these multiple dimensions of local exclusion while at the same time creating new spaces of belonging and emerging collective identity.

This book enters the discourse of the scholarship of teaching and learning in higher education in Africa. The book provides critical insights comprising topical themes from transformation, citizenship and gender, researching to ethical perspectives of teaching and learning.

In this collection of case studies and stories from the field, South African scholars come together to trade stories on how to decolonise the university Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the best minds in curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.

Various pedagogies, such as the use of digital learning in education, have been used and researched for decades, but many schools have little to show for these initiatives. This contrasts starkly with technology-supported initiatives in other fields such as business and healthcare. Traditional pedagogies and general digital technology applications have yet to impact education in a significant way that transforms learning. A primary reason for this minimal impact on learning is that digital technologies have attempted to make traditional instructional processes more efficient rather than using a more appropriate paradigm for learning. As such, it is important to look at digital technology as a partner and use transformative applications to become partners with students (not teachers) to empower their learning process both in and out of school. The Handbook of Research on Transformative and Innovative Pedagogies in Education is a comprehensive reference that identifies and justifies the paradigm of transformative learning and pedagogies in education. It provides exemplars of existing transformative applications that, if used as partners to empower student learning, have the potential to dramatically engage students in a type of learning that better fits 21st century learners. Covering topics such as gamification, project-based learning, and professional development, this major reference work is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, educational administration and faculty, researchers, and academicians seeking pedagogical models that inspire students to learn meaningfully.

As far too many intellectual histories and theoretical contributions from the ‘global South’ remain under-explored, this volume works towards redressing such imbalance. Experienced authors, from the regions concerned, along different disciplinary lines, and with a focus on different historical timeframes, sketch out their perspectives of envisaged transformations. This includes specific case studies and reflexive accounts from African, South Asian, and Middle Eastern contexts. Taking a critical stance on the ongoing dominance of Eurocentrism in academia, the authors present their contributions in relation to current decolonial challenges. Hereby, they consider intellectual, practical and structural aspects and dimensions, to mark and build their respective positions. From their particular vantage points of (trans)disciplinary and transregional engagement, they sketch out potential pathways for addressing the unfinished business of conceptual decolonization. The specific individual positionalities of the contributors, which are shaped by location and regional perspective as much as in disciplinary, biographical, linguistic, religious, and other terms, are hereby kept in view. Drawing on their significant experiences and insights gained in both the global north and global south, the contributors offer original and innovative models of engagement and theorizing frames that seek to restore and critically engage with intellectual practices from particular regions and transregional contexts in Africa, South Asia, and the Middle East. This volume builds on a lecture series held at ZMO in the winter 2019-2020

What is transformation in contemporary South African higher education? How can it be facilitated through research and pedagogic practices? These questions are addressed in this edited collection by established academics and emerging research students from nine South African universities. The chapters give us access to students' worlds; how they construct, experience and navigate their complex spheres, on and off campus.

Through the work of leading African writers, artists, musicians and educators—from Nobel prizewinner Wole Soyinka to names hardly known outside their native lands—An African Voice describes the contributions of the humanities to the achievement of independence for the peoples of black Africa following the Second World War. While concentrating on cultural independence, these leading humanists also demonstrate the intimate connection between cultural freedom and genuine political economic liberty.

Combining theoretical essays with reports and testimonies, this book presents a unique account of the impact of the World Bank's structural adjustment programme on African education. Part I contains an in-depth analysis and critique of the World Bank's policies on the future of African educational systems, while Part II looks at the response of teachers and students to the dismantling of public education and points to the development of a new Pan-Africanist movement.