Showing papers on "African studies published in 2023"
03 May 2023
TL;DR: In this article , the authors argue that the decolonization of knowledge demands radical and decolonized leadership informed by African histories, cultures, ideas, and aspirations, and argue that leadership and governance for the advancement of decolonised African university will remain incomplete unless African scholars take it upon themselves to critically engage with discourses that dislocate hegemonic systems of knowledge production and dissemination for African development.
Abstract: This chapter frames the struggles of decolonizing knowledge through the Afrocentric epistemological discourses in an African university. The chapter holds that such struggles are rooted in African scholars’ quest to transform the university into an African university underpinned by African experiences, values, and cultures. Considering the dominance of the Western knowledge systems and philosophies in the academic space, the decolonization of knowledge demands radical and decolonized leadership informed by African histories, cultures, ideas, and aspirations. The chapter argues that leadership and governance for the advancement of decolonized African university will remain incomplete unless African scholars take it upon themselves to critically engage with discourses that dislocate hegemonic systems of knowledge production and dissemination for African development. Fundamental to the process of dismantling the dominance of Western knowledge systems in academia and society at large, African scholars are urged to offer an alternative system based on African systems and traditions. For such discourses to liberate the African university from knowledge bondage imposed by the West, African scholars are tasked to provide intellectual and pragmatic leadership to benefit the development of African knowledge systems. For this chapter, the authors make use a desktop systematic review of literature on Afrocentrism and leadership in higher education.
TL;DR: The authors argue that the legend of common African positions (CAPs) has not yet been animated, as African leaders do not always work collectively for structural and political reasons, and propose a framework to explore the African Union's process of developing common positions.
Abstract:
IR scholars and analysts often view the African Union’s apparent deference to common positions with a collectivist lens. However, in this article, I argue that the legend of common African positions (CAPs) has not yet been animated, as African leaders do not always work collectively for structural and political reasons. Two significant factors complicate analysing Africa’s IR in Africa: first, Africa is not a monolith. With fifty-five states and numerous linguistic, cultural, and historical paths, there is more that is different than is the same. Second, conventional IR theories are rooted in Global North worldviews and are, therefore, not the most appropriate tool to study African countries’ collective decision-making. I focus on the United Nations as the site where the Africa Group’s successes and failures are saliently illustrated, specifically the Ezulwini Consensus. The Africa Group’s contestation within the various UN bodies, particularly with the UN Peace and Security Council, where they have long lobbied for representation, underscores the strength and structural obstacles to Africa’s collective action. Taking an interpretative approach and analysing from an epistemological and normative level, I offer an alternative lens through which to view the CAPs. Leaning on the philosophies of Ubuntu and Ujamaa, I propose a framework to explore the African Union’s process of developing common positions.
01 Jan 2023
TL;DR: This paper reviewed and examined empirical and theoretical studies/essays on children's books about Africa between 1990 and 2020 and concluded that the majority of the studies focused on representations and authenticity, and were guided by postcolonial or neocolonial theories.
Abstract: This chapter reviews and examines empirical and theoretical studies/essays on children's books about Africa between 1990 and 2020. The two primary purposes are to understand the kinds of studies that researchers are conducting or have conducted in regard to children's literatures about Africa, and to understand who the researchers behind these studies are. The findings reveal that the majority of the studies focused on representations and authenticity, and were guided by postcolonial or neocolonial theories. It was also evident that most of the studies were carried out by researchers residing in the west, which can be seen as problematic. Studies that focus on books in Africa prioritize South Africa and Nigeria. The chapter concludes with a proposal that invites more African researchers from the continent to participate in the research process; and for the studies to examine more children's books about Africa that are written by African authors who reside in the continent and whose books explore the diverse experiences and interests of African children. The article also recommends that publishers, educators, librarians should establish partnerships across the globe that guarantees that African children have access to books about Africa.