Reimagining Development Education in Africa

ISBN-13: 9783030960001 / Angielski / Twarda / 2022

Opis

This edited volume uses an African-centred approach to examine a renewed vision of development education in Africa. The purpose of the volume is to supplant prevailing Western ideologies, traditions, and rhetoric in the development education discourse in Africa and to advocate for alternative paradigms, knowledges, beliefs, and practices through the effort of dialogue between competing orientations, values and experiences. The book argues that Africa's development challenges are uniquely African requiring indigenous African solutions. Consequently, this book offers an insightful collection of case studies and conceptual papers that examine how indigenous African knowledge, philosophies, traditions, beliefs, and values shape the theory and practice of development education in Africa. Reimagining Development Education in Africa exemplifies an interdisciplinary and multifaceted scholarship, addressing topical issues and advances in development education in Africa. The book discusses among other topics, Ubuntu-inspired education for sustainable development, decolonising African development education, Afrocentricity, Globalisation, and gender equality. This book is a must read for scholars and students interested in understanding indigenous educational efforts aimed at promoting sustained improvements in the quality of life of African peoples. 

Spis treści

Chapter 1. African-centred Education and Development.- Chapter 2. Decolonising African Development Education through Indigeneity.- Chapter 3. Centrality of Glocalisation in Sustaining Development Education in Ghana and Nigeria.- Chapter 4. ‘Our Problems, Our Solutions’: Culturally Relevant Education for Sustainable Development in Africa.- Chapter 5. Actor Network Theory Analysis to viewing Development Education: Mainstreaming Open Educational Resources in Higher Education.- Chapter 6. Rethinking professional researcher involvement in community engaged research: A case of adult education in South Africa.- Chapter 7. Responsive Curriculum for TVET Colleges in South Africa: Quo Vodis?.- Chapter 8. Oil Production, Spatial Dispossession, and Community Development in Africa: A Development Education Perspective.- Chapter 9. Unlearning to give effect to development education from the perspective of global citizenship and food literacy.- Chapter 10. Indigenous Discourses of Education for Development in Africa: The case of Ubuntu in South Africa.- Chapter 11. Integration of quality in university research and community outreach for national development in Uganda.- Chapter 12. Development education for poverty alleviation: Insights from Nigerian Women.- Chapter 13. Promoting Gender equality in Ghana: Exploring sociocultural issues of gender disparity.- Chapter 14. Development Education in Africa: Conclusions and Futurity.

O autorze

Olivia Tiwaa Kwapong is Associate Professor of Adult Education and currently Dean of the School of Continuing and Distance Education of the University of Ghana. She holds a Ph.D. degree from the University of Ghana and has studied as a Special Doctoral Candidate at Harvard University. In 2013, she served as Fulbright Visiting Scholar at Bloomsburg University in the USA. She has taught at both undergraduate and postgraduate levels and has supervised over 60 masters and doctoral students. She has authored 5 books and over 40 journal articles.

David Addae is a Senior Lecturer in the Department of Adult Education and Human Resource Studies, University of Ghana and an Adjunct Professor in the Department of Adult Basic Education at the University of South Africa. His research interests include adult learning; global citizenship education; gender and development; feedback as dialogue; higher education development; adult literacy; learner support; and transformative learning. He pursues these interests through an interdisciplinary approach with an interpretivist philosophical lens. 

John Kwame Boateng is Senior Lecturer in the School of Continuing and Distance Education, University of Ghana. He received the University of Michigan African Presidential Scholars Award in 2014, which is University of Michigan’s Flagship program that has helped to retain and empower faculty working in African higher education institutions. His research interests cover distance learning and development education. He now serves as Head of the University of Ghana Learning Centers.