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Rights After Wrongs
The international legal framework of human rights presents itself as universal. But rights do not exist as a mere framework; they are enacted, practiced, and debated in local contexts. Rights After Wrongs ethnographically explores the chasm between the ideals and the practice of human rights. Specifically, it shows where the sweeping colonial logics of Western law meets the lived experiences, accumulated histories, and humanitarian debts present in post-colonial Zimbabwe. Through a comprehensive survey of human rights scholarship, Shannon Morreira explores the ways in which the global framework of human rights is locally interpreted, constituted, and contested in Harare, Zimbabwe, and Musina and Cape Town, South Africa. Presenting the stories of those who lived through the violent struggles of the past decades, Morreira shows how supposedly universal ideals become localized in the context of post-colonial Southern Africa. Rights After Wrongs uncovers the disconnect between the ways human rights appear on paper and the ways in which it is possible for people to use and understand them in everyday life.
Decolonising Curricula and Pedagogy in Higher Education
This book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education. Occasionally, a theoretical concept arises in academic debate that cuts across individual disciplines. Such concepts – which may well have already been in use and debated for some time - become suddenly newly and increasingly important at a particular historical juncture. Right now, debates around decolonisation are on the rise globally, as we become increasingly aware that many of the old power imbalances brought into play by colonialism have not gone away in the present. The authors in this volume bring theories of decoloniality...
Challenging Authorities
When the notion of ‘alternative facts’ and the alleged dawning of a ‘postfactual’ world entered public discourse, social anthropologists found themselves in unexpectedly familiar territory. In theirempirical experience, fact—knowledge accepted as true—derives its salience from social mechanisms of legitimization, thereby demonstrating a deep interconnection with power and authority. In thisperspective, fact is a continually contested and volatile social category. Due to the specific histories of their colonial and post-independence experience, African societies offer a particularly broad array of insights into social processes of juxtaposition, opposition, and even outright compe...
Re-imagining Curriculum
The book argues that academics, academic developers and academic leaders need to undertake curriculum work in their institutions that has the potential to disrupt common sense notions about curriculum and create spaces for engagement with scholarly concepts and theories, to re‑imagine curricula for the changing times. Now, more than ever in the history of higher education, curriculum practices and processes need to be shared; the findings of research undertaken on curriculum need to be disseminated to inform curriculum work. We hope the book will enable readers to look beyond their contextual difficulties and constraints, to find spaces where they can dream, and begin to implement, innovative and creative solutions to what may seem like intractable challenges or difficulties.
The Life and Music of Oliver Mtukudzi
This book is a critical reflection on the life and career of the late legendary Zimbabwean music icon, Oliver “Tuku” Mtukudzi, and his contribution towards the reconstruction of Zimbabwe, Africa and the globe at large. Mtukudzi was a musician, philosopher, and human rights activist who espoused the agenda of reconstruction in order to bring about a better world, proposing personal, cultural, political, religious and global reconstruction. With twenty original chapters, this vibrant volume examines various themes and dimensions of Mtukudzi’s distinguished life and career, notably, how his music has been a powerful vehicle for societal reconstruction and cultural rejuvenation, specifically speaking to issues of culture, human rights, governance, peacebuilding, religion and identity, humanism, gender and politics, among others. The contributors explore the art of performance in Mtukudzi’s music and acting career, and how this facilitated his reconstruction agenda, offering fresh and compelling perspectives into the role of performing artists and cultural workers such as Mtukudzi in presenting models for reconstructing the world.
Decolonising the Literature Curriculum
This book explores pedagogical approaches to decolonising the literature curriculum through a range of practical and theoretically-informed case studies. Although decolonising the curriculum has been widely discussed in the academe and the media, sustained examinations of pedagogies involved in decolonising the literature at university level are still lacking in English and related subjects. This book makes a crucial contribution to these evolving discussions, presenting current and critically engaged pedagogical scholarship on decolonising the literature curriculum. Offering a broad spectrum of accessible chapters authored by experienced national and international academics, the book is structured into two parts, Texts and Contexts, presenting case studies on decolonising the literature curriculum which range from the undergraduate classroom, university writing centres, through to the literary doctorate.
#RhodesMustFall
This book on rights, entitlements and citizenship in post-apartheid South Africa shows how the playing field has not been as levelled as presumed by some and how racism and its benefits persist. Through everyday interactions and experiences of university students and professors, it explores the question of race in a context still plagued by remnants of apartheid, inequality and perceptions of inferiority and inadequacy among the majority black population. In education, black voices and concerns go largely unheard, as circles of privilege are continually regenerated and added onto a layered and deep history of cultivation of black pain. These issues are examined against the backdrop of organi...
Teaching as a Human Experience
The poems in this collection deal with the real life-worlds of professors, instructors, lecturers, teachers, and others working in education. This volume covers contemporary teaching experiences in education, including the many roles that teachers play such as instructing, lecturing, mentoring, facilitating, coaching, guiding, and leading. This volume covers the manifold life experiences and perspectives of being and working as a teacher in education and the epiphanies experienced in that role. This volume gives creative voice to the full range of experiences by teachers, students, and others, and empowers readers with inspiration and personal agency as they evolve as self-creating, self-determining authors of their own lives, both personally and professionally. The poems in this volume are largely based on teachers’ meaningful experiences in and out of the classroom, and will provide artistic inspiration and creative insight to others who currently work as teachers or those students who are preparing to be professors, instructors, and teachers or those students who simply enjoy the creative voice of others.
Diversity and Decolonization in German Studies
This book presents an approach to transform German Studies by augmenting its core values with a social justice mission rooted in Cultural Studies. German Studies is approaching a pivotal moment. On the one hand, the discipline is shrinking as programs face budget cuts. This enrollment decline is immediately tied to the effects following a debilitating scrutiny the discipline has received as a result of its perceived worth in light of local, regional, and national pressures to articulate the value of the humanities in the language of student professionalization. On the other hand, German Studies struggles to articulate how the study of cultural, social, and political developments in the German-speaking world can serve increasingly heterogeneous student learners. This book addresses this tension through questions of access to German Studies as they relate to student outreach and program advocacy alongside pedagogical models.
Decolonizing African Knowledge
Addressing the consequences of European slavery, colonialism, and neo-colonialism on African history, knowledge and its institutions, this innovative book applies autoethnography to the understanding of African knowledge systems. Considering the 'Self' and Yoruba Being (the individual and the collective) in the context of the African decolonial project, Falola strips away Eurocentric influences and interruptions from African epistemology. Avoiding colonial archival sources, it grounds itself in alternative archives created by memory, spoken words, images and photographs to look at the themes of politics, culture, nation, ethnicity, satire, poetics, magic, myth, metaphor, sculpture, textiles, hair and gender. Vividly illustrated in colour, it uses diverse and novel methods to access an African way of knowing. Exploring the different ways that a society understands and presents itself, this book highlights convergence, enmeshing private and public data to provide a comprehensive understanding of society, public consciousness, and cultural identity.
