Online Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa, edited by Martin Munyao, brings together interdisciplinary authors to address online learning, teaching online, educational technology, online/remote research, institutional collaboration in online higher education, and teaching STEM online. This book argues that beyond survival, universities need to adapt to technology-mediated communication learning to thrive. Disruptive technologies have recently proved to be means of thriving for institutions of higher learning. This is what one contributor calls 'switching to SIDE-mode.' They call for not just teaching for the sake of it, but teaching to communicate and to achieve the desired learning outcomes that seek to transform the whole person. Effective technology mediated teaching for communication does exactly that. Because universities are also research hubs, this book also addresses remote research. It reflects on how change in teaching and learning in Higher Education Institutions (HEI) has impacted Africa through digital transformation. In particular, institutions are collaborating more now than ever before. Finally, this book addresses the challenges of teaching STEM programs online in Africa.

This book deals with African women's literature, and specifically creative writing by Kenyan women, in the context of feminism and Afrocentricity. In the words of Obioma Nnaemeka critics of African women's literature have tended to rename, misname or silence women's voices in an attempt to make them fit into a feminist/Afrocentricity either or mould. This book argues that when attention is paid to African women themselves, and the cultures from which and within which they write, it is clear that they embrace both feminism and Afrocentricity. Feminism in this book means African women's vision and activism for sexual equality and women's liberation while Afrocentricity refers to their commitment and pride in their African cultures and traditions.