This book is a critical-cultural evaluation of educational technology adoption in Sub-Saharan Africa, including projects such as the OLPC (One Laptop Per Child). It presents efficient ways of improving education delivery among low-income communities through designing and implementing congruent educational technologies that incorporate social and cultural proclivities. Ezumah defines technology with regards to pedagogy, and seeks to debunk the assumption that educational technology consists only of digital and interactive options. Additionally, she argues for a narrative paradigm shift aimed at validating analog technologies as equally capable of providing necessary and desired educational objectives and outcomes for communities who cannot afford the digital alternatives. By comparing African educational systems in precolonial, colonial, and post-colonial times and incorporating the history of technology transfers from the Global North to South, the book highlights cultural imperialism, development theory, neocolonialism, and hegemonic tendencies.

Religion and Politics in a Mediated Society: Critical Analyses and Spheres of Interinfluence in Nigeria and Beyond edited by Bellarmine A. Ezumah, Charles A. Ebelebe, and Olunifesi A. Suraj contextualizes the hegemonic relationship of religion and politics in Nigeria and beyond as well as the role media plays as the vehicle which distributes, imbibes meaning, and shapes the interpretation of religion and politics. The dynamics of religion and religious practices are examined using various communication theories and paradigms to extrapolate how religion is designed, packaged, disseminated, and interpreted among Nigerians. Contributors trace the evolution and development of this problem to colonialism. Other causal factors are explored and solutions to this social and cultural menace are proposed. The contributorsmeasure the impact of religious media messages from three perspectives: the impact of the messages themselves; the impact of the medium used in transmitting the message as in the McLuhan philosophy, “the medium is the message�; and the impact from the power of the source – the religious or political leaders (Opinion Leader) who exert influence on opinion followers. In this book, the contributors examine how religion is considered a propagandistic venture whereby capitalism and monetary gain are the norms, and this minimizes, and in some cases, thwarts the core religious values and traditional teachings and methods of worship. Ultimately, they recommend media literacy as a tool and skill to ameliorate the negative impact of political and religious misinformation disseminated via the media.

This book is a critical-cultural evaluation of educational technology adoption in Sub-Saharan Africa, including projects such as the OLPC (One Laptop Per Child). It presents efficient ways of improving education delivery among low-income communities through designing and implementing congruent educational technologies that incorporate social and cultural proclivities. Ezumah defines technology with regards to pedagogy, and seeks to debunk the assumption that educational technology consists only of digital and interactive options. Additionally, she argues for a narrative paradigm shift aimed at validating analog technologies as equally capable of providing necessary and desired educational objectives and outcomes for communities who cannot afford the digital alternatives. By comparing African educational systems in precolonial, colonial, and post-colonial times and incorporating the history of technology transfers from the Global North to South, the book highlights cultural imperialism, development theory, neocolonialism, and hegemonic tendencies.