This book unites several intellectual movements into a combined
approach to transform the way higher education is conceptualized
and conducted across Africa. While higher education literature
increasingly focuses on equity and inclusion, much of this work is
limited to student engagement, faculty experience, and inclusion of
historically excluded students into the current framework.
Decolonial literature, on the other hand, tends to clarify how
educational institutions colonize, and suggests ways in which some
aspects (e.g. research) can be indigenized. Much of this work
exists outside the geographic and cultural boundaries of Africa,
however, often largely situated within western-based universities.
Meanwhile, a third literature base exists in African-centric
decoloniality, though this has less commonly been applied to higher
education (and is more commonly applied to literature, languages,
and research methods). As calls to decolonize increase across the
African continent, what makes this book unique is the focus on
applying African indigeneity to higher education decoloniality to
move beyond inclusion into, and instead, argue for systemic
transformation of the structures and the entire purpose and
function of African higher education. Similarly, chapter authors
and editors are practitioner-scholars, most of whom serve (or have
served) in higher education administrative leadership roles,
providing practical approaches to decoloniality specific to African
institutions. Additional uniqueness: -Most authors are
practitioner-scholars who currently hold administrative leadership
roles across African universities -The collection of authors
represents six African countries, including Zambia, Uganda, South
Africa, Namibia, Djibouti, Ghana, as well as a range of types of
universities (including the foundations for a new African-centric
university in Uganda). -Expands notions of Black African
Indigeneity, specifically as applied to local, regional,
continental, and global lenses -Includes qualitative studies,
interviews, conceptual arguments, theory-based, and personal
experiences.
General
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