Del i serien Routledge Contemporary Africa

Higher Education Transformation in Africa

Nyhet

A Quest for Epistemological Rupture

Häftad, Engelska, 2026

AvEmnet Tadesse Woldegiorgis,Logan Govender,Dennis Zami Atibuni

879 kr

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This book critically interrogates the notion of transformation in higher education, focusing on epistemological and structural issues in postcolonial and contemporary Africa.The book considers the multifaceted challenges facing higher education in the continent and uses the concept of transformation as a common thread weaving through a range of issues, including epistemology, identity, relevance, research, collaboration and decoloniality. Arguing for a holistic approach towards progressive and innovative education systems, the book calls for a fundamental transformation that expands access, enhances quality and competitiveness, addresses past injustices and improves the capacity to act together for a more sustainable and just future. Overall, the book makes a powerful case for the power of transformation in higher education to shape the social, economic and cultural fabric of society.This book’s critical evaluation of knowledge production in Africa will be an important read for researchers and policymakers involved in Africa’s higher education sector.

Produktinformation

Utgivningsdatum2026-05-21
Mått156 x 234 x undefined mm
FormatHäftad
SpråkEngelska
SerieRoutledge Contemporary Africa
Antal sidor274
FörlagTaylor & Francis Ltd
ISBN9781032866123

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Emnet Tadesse Woldegiorgis is an Associate Professor and Director at the Ali Mazrui Center for Higher Education Studies (AMCHES), University of Johannesburg. He is a distinguished NRF-rated researcher with a portfolio of over 30 peerreviewed academic publications, primarily focusing on higher education research. Logan Govender, prior to his appointment as a Research Associate at the Ali Mazrui Centre for Higher Education Studies (AMCHES), University of Johannesburg, he was a Senior Lecturer at AMCHES. A National Research Foundation (NRF)-rated researcher, he has several research-based, peer-reviewed publications to his credit, focusing on education policy analysis, teacher union-state relations and higher education transformation. Dennis Zami Atibuni is a Research Fellow at the Ali Mazrui Centre for Higher Education Studies (AMCHES) at the University of Johannesburg, South Africa. His research interests include student (research) engagement; educational assessment; pre-service and in-service teacher education; student and staff mentorship; diversity, equity and inclusion and psychological determinants of effective academic leadership at higher educational institutions.

Chapter 1: IntroductionEmnet Tadesse Woldegiorgis, Logan Govender and Dennis Zami AtibuniChapter 2: South–South Inter-Epistemic Dialogue and Africanisation of African Universities: Language, Knowledge and Decolonial ImpulsesHamza R’boul Chapter 3: The Challenge of Locally Assisted Epistemicide to African Epistemic Autonomy Babalola Joseph BalogunChapter 4: Decolonising and Indigenising African Indigenous Research: Why Indigenous Ways of Knowing, Being and Living Matter in ResearchMonicca Thulisile Bhuda Chapter 5: From Access to Success: Decolonising the Teaching of Academic LiteracyBrian Sibanda and Thandeka Maseko Chapter 6: Interrogation of Decoloniality in Higher Education Curriculum Reform: Examining Influences of the Subconscious MindJabulani Nyoni Chapter 7: Decolonisation of Education in Africa: Imperatives for Fusing Indigenous Knowledge SystemsN’drie Assie-LumumbaChapter 8: Financial–Intellectual Complex Revisited: Framing Education Research in Africa Joel SamoffChapter 9: Privatisation, Flawed Educational Assessment, and Encumbered Higher Education Access Dennis Zami AtibuniChapter 10: The Resilient Epistemic Empire and Neoliberal Constructions of Higher Education and the University: A Case Study of the National University of Lesotho Munyaradzi MushongaChapter 11: Enhancing the Responsive Capacities of Ethiopian Public Universities: The Role of Sustainable Professional Higher Education Leadership and Management Training ProgrammesYohannes Mehari, Rediet Abebe, Elias Pekkola, Jussi Kivistö and Seppo Hölttä Chapter 12: Reimagining and Realising an Expanded Research Profile: A Case Study of Strategic Planning at the University of Johannesburg (UJ), South AfricaKirti Menon, Saurabh Sinha, Denyse Webbstock, Nolwazi Mamorare, Letlhokwa Mpedi, Tshilidzi Marwala and Bettine van VuurenChapter 13: Africa–China Engagement in Higher Education: Issues and QuestionsJane Knight and You ZhangChapter 14: ConclusionEmnet Tadesse Woldegiorgis, Dennis Zami Atibuni and Logan GovenderIndex