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This book explores the influence of neoliberal globalisation on
African higher education, considering the impact of the politics of
neoliberal ideology on the nature and sources of knowledge in
African universities. Written by African scholars, the book engages
with debates around the commodification of knowledge, socially just
knowledge, knowledge transformation, collaboration, and
partnerships, and indigenous knowledge systems. It challenges the
neoliberal approach to knowledge production and dissemination in
African universities and contributes to debates around decolonising
knowledge production in Africa. The chapters draw on experiences
from universities in different sub-Saharan countries to show how
the manifestation of neo-colonialism through the pursuit of the
hegemonic neoliberal philosophy is impacting on decolonising
university knowledge in Africa. Providing a unique critique of the
impact of neoliberal higher education in Africa, the book will be
essential reading for researchers, scholars, and postgraduate
students in the field of Sociology of Education, decolonising
education, Inclusive Education, and Education Policy.
This timely work investigates the possibility of unyoking and
decolonising African university knowledges from colonial relics. It
claims that academics from socially, politically, and
geographically underprivileged communities in the South need to
have their voices heard outside of the global power structure. The
book argues that African universities need a relevant curriculum
that is related to the cultural and environmental experiences of
diverse African learners in order to empower themselves and
transform the world. It is written by African scholars and is based
on theoretical and practical debates on the epistemological
complexities affecting and afflicting diversity in higher education
in Africa. It examines who are the primary custodians of African
university knowledges, as well as how this relates to forms of
exclusion affecting women, the differently abled, the rural poor,
and ethnic minorities, as well as the significance of the Fourth
Industrial Revolution in the future of African universities. The
book takes an epistemological approach to university teaching and
learning, addressing issues such as decolonization and identity,
social closure and diversity disputes, and the obstacles that come
with the neoliberal paradigm. The book will be necessary reading
for academics, scholars, and postgraduate students in the fields of
Sociology of Education, decolonising education, Inclusive
Education, and Philosophy of Education, as it resonates with
existing discourses.
Mathematics plays an important role in a society which is saturated
with technological and statistical information. Despite its role,
mathematics teachers and researchers view pupils' performance in
the subject with dissatisfaction. Ordinary level mathematics
education in Zimbabwe has been characterised by catastrophic pass
rate, persistent dropout, chronic phobia and inequalities. This
book deals with the implementation of the equity principle in the
teaching and learning of mathematics. It explores factors like
soccial class, gender, school culture and language with regards to
how they influence pupils' access to excellent mathematics
instructional programmes. By reading this book, teachers,
researchers and learners will approach the subject with the belief
that every child is capable of doing mathematics
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