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Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century
What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are acad...
Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries
Knowledge systems are an essential aspect to the preservation of a community’s culture. In developing countries, this community-based knowledge has significant influence on such things as decision making and problem solving. The Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries is an authoritative reference source for the latest scholarly research on the importance of knowledge and value systems at the community level and ways indigenous people utilize this information. Highlighting impacts on culture and education in developing nations, this book is ideally designed for researchers, academicians, policy makers, students, and professionals interested in contemporary debates on indigenous knowledge systems.
Titles Without Merit
This book examines the controversial issues surrounding the desire for titles (both earned and unearned) in Zimbabwe and beyond. The desire for titles is often associated with the quest for status, power, class, and recognition. Unfortunately, this desire has resulted in “faking” and the problem of distinguishing genuine PhDs from fake ones. The unscrupulous quest for fake degrees is referred to in this book as “Titlemania” or “Taitolomania.” The scramble for titles has not spared community leaders across the divide. Of concern is the failure of higher education students to use their earned titles to contribute to the search for solutions to societal problems through national technological development. The perspectives of the contributors in this volume provoke debates on the value of doctorates in Africa, and Zimbabwe in particular, considering that most PhD holders are not using their degrees to contribute to national development, production of goods and services, and the improvement of societal conditions.
Indigenous Discourses on Knowledge and Development in Africa
African social development is often explained from outsider perspectives that are mainly European and Euro-American, leaving African indigenous discourses and ways of knowing and doing absent from discussions and debates on knowledge and development. This book is intended to present Africanist indigenous voices in current debates on economic, educational, political and social development in Africa. The authors and contributors to the volume present bold and timely ideas and scholarship for defining Africa through its challenges, possible policy formations, planning and implementation at the local, regional, and national levels. The book also reveals insightful examinations of the hype, the m...
The Death Penalty from an African Perspective
This book is about an African philosophical examination of the death penalty debate. In a 21st century world where the notion of human right is primed, this book considers the question of the death penalty in two sub-Saharan African countries namely, Zimbabwe and Nigeria, notorious for their poor human right records. This edited collection comprises of 11 essays from Zimbabwean and Nigerian philosophers. As opinions continue to divide over the retention or abolition of the death penalty, these African philosophers attempt to localise this debate by raising the following questions: What is the meaning of life in the African place? Is it proper to take the human life under any guise at all? Who has the right to take the human life? Can the death penalty be jutified on the bases of African cultures? Why should it be abolished? Why should it be retained? Indeed, this book is the first of its kind to engage the tumultuous issue of capital punishment in the postcolonial Africa and from the African philosophical point of view.
Restoring the Educational Dream. Rethinking Educational Transformation in Zimbabwe
The role of education in human well being and social development cannot be overestimated. After a number of highly commendable policies on education in the first decade of independence, the education system in Zimbabwe has taken a tumble that needs both examining and rectifying. This volume analyses the challenges facing the education system in Zimbabwe and explores and scrutinises theoretical and practical possibilities for restoring the educational dream that was initiated at independence in 1980. The book is targeted at academics, scholars, college and university students, policy makers and other stakeholders and advocates a multi-pronged approach that must involve all stakeholders if educational retransformation, reconstruction and restoration are to be achieved. The authors provide a range of recommendations for a project that would restore the educational dream in Zimbabwe.
The African Novel of Ideas
"This study focuses on the role of the philosophical novel--a genre that favors abstract concepts, or 'thinking about thinking,' over style, plot, or character development--and the role of philosophy more broadly in the intellectual life of the African continent"
Handbook of Research on Theoretical Perspectives on Indigenous Knowledge Systems in Developing Countries
There has been a growth in the use, acceptance, and popularity of indigenous knowledge. High rates of poverty and a widening economic divide is threatening the accessibility to western scientific knowledge in the developing world where many indigenous people live. Consequently, indigenous knowledge has become a potential source for sustainable development in the developing world. The Handbook of Research on Theoretical Perspectives on Indigenous Knowledge Systems in Developing Countries presents interdisciplinary research on knowledge management, sharing, and transfer among indigenous communities. Providing a unique perspective on alternative knowledge systems, this publication is a critical resource for sociologists, anthropologists, researchers, and graduate-level students in a variety of fields.
