Includes bibliographical references and index.

Acknowledgements -- Notes on Contributors -- 1 Contextualising African Higher Education Philosophical Debates -- Ephraim T. Gwaravanda and Amasa P. Ndofirepi -- 2 Does the African University Exist? Perverse and Necessary Dialogical Conditions -- Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- 3 The Place of an African Ontology-Based Environmental Thinking in Africa's Higher Education -- Munamato Chemhuru -- 4 Epistemological Issues in African Higher Education -- Kai Horsthemke -- 5 Towards Knowledge Pluriversality in African Universities -- Ephraim T. Gwaravanda and Amasa P. Ndofirepi -- 6 Universities in Africa and the Quest for Global Epistemic Justice -- Dennis Masaka -- 7 Boaventura De Sousa Santos' Epistemologies of the South: The Case of Universities in Africa -- Amasa P. Ndofirepi and Ephraim T. Gwaravanda -- 8 Decolonisation Debates in African Higher Education -- Pascah Mungwini -- 9 An African Theory of the Point of Higher Education: Communion as an Alternative to Autonomy, Truth, and Citizenship -- Thaddeus Metz -- 10 Well-Being and Land Reform: Recasting the Place of African Moral Theory in University Education -- Erasmus Masitera -- 11 Multicultural Philosophy as Social Justice and the University in Africa -- Simon Nenji and Amasa P. Ndofirepi -- 12 Revisiting the Politics of Higher Education at African Universities in the 21st Century -- Bheki R. Mngomezulu -- 13 Theorising Critical Citizenship in Two Zimbabwean Teachers Colleges Using Sen's Instrumental Freedoms -- Tendai Marovah -- Index.

How can African philosophy of education contribute to contemporary debates in the context of complexities, dilemmas and uncertainties in African higher education? The capacity for self-reflection, self-evaluation and self-criticism enables African philosophy of higher education to examine and re-examine itself in the context of current issues in African higher education. The reflective capacity is in line with the Socratic dictum 'know thy self.' African Higher Education in the 21st Century: Epistemological, Ontological and Ethical Perspectives responds to the demands for reflection and self-knowledge by drawing from ontology, epistemology and ethics in an attempt to address issues that affect African higher education as they connect with the past, present and future.

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