Mediating Learning in Higher Education in Africa : From Critical Thinking to Social Justice Pedagogies /
Mediating Learning in Higher Education in Africa : From Critical Thinking to Social Justice Pedagogies /
From Critical Thinking to Social Justice Pedagogies
edited by Amasa P. Ndofirepi, Ephraim T. Gwaravanda.
- 1 online resource.
- African Higher Education: Developments and Perspectives ; 9 Educational Research E-Books Online, Collection 2021, ISBN: 9789004441088 .
- African Higher Education: Developments and Perspectives ; 9. Educational Research E-Books Online, Collection 2021, ISBN: 9789004441088. .
Includes bibliographical references and index.
Copyright page / Acknowledgements / List of Acronyms / Notes on Contributors / Chapter 1 Grounding Teaching and Learning in African Higher Education / Chapter 2 Ruptured African Teaching and Learning / Chapter 3 The (In)compatible Nexus between Ubuntu and Critical Thinking in African Philosophy of Education / Chapter 4 Brain Gain from Emigrant Academics at Higher Institutions of Learning Constitutes Moral Restitution / Chapter 5 Decolonising the Academic Workspace in a South African University / Chapter 6 Beyond Rhetoric / Chapter 7 Challenges of the Universal Design of Learning in South African Higher Education / Chapter 8 Developing Teachers' Procedural Knowledge / Chapter 9 Traditional and Contemporary Approaches for Teaching through English in Rwandan Higher Education / Chapter 10 A Meadian Approach towards 21st Century Tertiary Education Transformation in South Africa / Chapter 11 Shifting Trends in Higher Education in Sub-Saharan Africa and Implications for Quality / Chapter 12 Capital and Capability / Chapter 13 Gender Imbalances in the Access to University Education / Chapter 14 Past, Present and the Future of Teaching and Learning in African Higher Education / Index / Editors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- Editors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- Editors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- Editors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- Authors: Ephraim T. Gwaravanda and Amasa P. Ndofirepi -- Authors: Yusef Waghid , Faiq Waghid , and Zayd Waghid -- Author: Joseph P. Hungwe -- Author: Patrick Jaki -- Author: Eckson Khambule -- Authors: Ephraim T. Gwaravanda and Amasa P. Ndofirepi -- Author: Sibonokuhle Ndlovu -- Author: Emmanuel Sibomana -- Authors: Epimaque Niyibizi , Gabriel Nizeyimana , Juliet Perumal , and Ernestine Umutesi -- Author: Phefumula Nyoni -- Author: Ephraim Mhlanga -- Authors: Tendayi Marovah and Amasa P. Ndofirepi -- Author: Zvisinei Moyo -- Authors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- Editors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda.
Historically, African higher education teaching and learning have relied on Western models, paradigms, assumptions, concepts and procedures, among other research related aspects. Western hegemony and ideology has influenced and continues to influence the epistemologies and both the methods and outcome of higher education research. The connection between teaching and learning is that teaching generates new forms of learning and learning challenges methods of teaching. Western claims to universality, objectivity and neutrality have dominated research paradigms in African higher education institutions to the detriment of alternative approaches and conceptions of knowledge. Methods aligned to African teaching and learning are often unrecognised and thus underutilised despite calls for the mantra for decolonial research methods. What are the African indigenous ways of teaching and learning? How are they related to the present African university? These puzzling questions provoke the minds of scholars on Africa to confront the discourse on decolonisation of higher education as they engage head-on and interrogate contemporary teaching and learning methods. Mediating Learning in Higher Education in Africa: From Critical Thinking to Social Justice Pedagogies provides critical reflections to some of the above questions that affect African Higher Education as it seeks to transform itself and provide directions for the future.
9789004464018 9789004464001
10.1163/9789004464018 DOI
Education, Higher--Aims and objectives--Africa.
Education, Higher--Social aspects--Africa.
Social justice and education--Africa.
Knowledge, Theory of--Africa.
LA1503
378.6
Includes bibliographical references and index.
Copyright page / Acknowledgements / List of Acronyms / Notes on Contributors / Chapter 1 Grounding Teaching and Learning in African Higher Education / Chapter 2 Ruptured African Teaching and Learning / Chapter 3 The (In)compatible Nexus between Ubuntu and Critical Thinking in African Philosophy of Education / Chapter 4 Brain Gain from Emigrant Academics at Higher Institutions of Learning Constitutes Moral Restitution / Chapter 5 Decolonising the Academic Workspace in a South African University / Chapter 6 Beyond Rhetoric / Chapter 7 Challenges of the Universal Design of Learning in South African Higher Education / Chapter 8 Developing Teachers' Procedural Knowledge / Chapter 9 Traditional and Contemporary Approaches for Teaching through English in Rwandan Higher Education / Chapter 10 A Meadian Approach towards 21st Century Tertiary Education Transformation in South Africa / Chapter 11 Shifting Trends in Higher Education in Sub-Saharan Africa and Implications for Quality / Chapter 12 Capital and Capability / Chapter 13 Gender Imbalances in the Access to University Education / Chapter 14 Past, Present and the Future of Teaching and Learning in African Higher Education / Index / Editors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- Editors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- Editors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- Editors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- Authors: Ephraim T. Gwaravanda and Amasa P. Ndofirepi -- Authors: Yusef Waghid , Faiq Waghid , and Zayd Waghid -- Author: Joseph P. Hungwe -- Author: Patrick Jaki -- Author: Eckson Khambule -- Authors: Ephraim T. Gwaravanda and Amasa P. Ndofirepi -- Author: Sibonokuhle Ndlovu -- Author: Emmanuel Sibomana -- Authors: Epimaque Niyibizi , Gabriel Nizeyimana , Juliet Perumal , and Ernestine Umutesi -- Author: Phefumula Nyoni -- Author: Ephraim Mhlanga -- Authors: Tendayi Marovah and Amasa P. Ndofirepi -- Author: Zvisinei Moyo -- Authors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- Editors: Amasa P. Ndofirepi and Ephraim T. Gwaravanda.
Historically, African higher education teaching and learning have relied on Western models, paradigms, assumptions, concepts and procedures, among other research related aspects. Western hegemony and ideology has influenced and continues to influence the epistemologies and both the methods and outcome of higher education research. The connection between teaching and learning is that teaching generates new forms of learning and learning challenges methods of teaching. Western claims to universality, objectivity and neutrality have dominated research paradigms in African higher education institutions to the detriment of alternative approaches and conceptions of knowledge. Methods aligned to African teaching and learning are often unrecognised and thus underutilised despite calls for the mantra for decolonial research methods. What are the African indigenous ways of teaching and learning? How are they related to the present African university? These puzzling questions provoke the minds of scholars on Africa to confront the discourse on decolonisation of higher education as they engage head-on and interrogate contemporary teaching and learning methods. Mediating Learning in Higher Education in Africa: From Critical Thinking to Social Justice Pedagogies provides critical reflections to some of the above questions that affect African Higher Education as it seeks to transform itself and provide directions for the future.
9789004464018 9789004464001
10.1163/9789004464018 DOI
Education, Higher--Aims and objectives--Africa.
Education, Higher--Social aspects--Africa.
Social justice and education--Africa.
Knowledge, Theory of--Africa.
LA1503
378.6