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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.
This book explores Black educational leadership and the development
of anti-racist, purpose-driven leadership identities. Recognizing
that schools within the United States maintain racial disparities,
the authors highlight Black leaders who transform school systems.
With a focus on 13 leaders, this volume demonstrates how US schools
exclude African American students and the impacts such exclusions
have on Black school leaders. It clarifies parallel racism along
the pathway to becoming teachers and school leaders, framing an
educational pipeline designed to silence and mold educators into
perpetrators of educational disparities. This book is designed for
district administrators as well as faculty and students in Race and
Ethnicity in Education, Urban Education, and Educational
Leadership.
This book explores Black educational leadership and the development
of anti-racist, purpose-driven leadership identities. Recognizing
that schools within the United States maintain racial disparities,
the authors highlight Black leaders who transform school systems.
With a focus on 13 leaders, this volume demonstrates how US schools
exclude African American students and the impacts such exclusions
have on Black school leaders. It clarifies parallel racism along
the pathway to becoming teachers and school leaders, framing an
educational pipeline designed to silence and mold educators into
perpetrators of educational disparities. This book is designed for
district administrators as well as faculty and students in Race and
Ethnicity in Education, Urban Education, and Educational
Leadership.
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.
In 1994, the world joined South Africa in celebration of the
results of its first democratic election. The results, emblazoned
on the world's memory with President Nelson Mandela waving to a
multiracial crowd, signified the end of apartheid and an emerging
new era of hope. However, Mandela's recent death has given birth to
a more critical view of his "Rainbow Nation." No matter how
examined, education in South Africa remains steadfastly unequal,
with many White children retaining the educational privileges
inherent to apartheid. White children in South Africa
overwhelmingly attend wealthy, fully resourced schools, while the
vast majority of Black and Coloured children attend woefully
underresourced schools. Based upon three sets of studies in schools
in and around Cape Town, Whiteness Is the New South Africa
highlights drastic racial disparities, suggesting that educational
apartheid continues unabated, potentially fostering future
generations of impoverished Black and Coloured communities. This
book suggests that South Africa remains committed to stifling the
intellectual, emotional, and economic development of Black and
Coloured youth, while simultaneously investing in White children.
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