Developing Teaching and Learning in Africa: Decolonising Perspectives

Product Description


Developing Teaching and Learning in Africa is a collection of chapters that carry on the topical discussions on indigenous knowledges and western epistemologies. African societies still aspire towards knowledge that is liberatory, enhance critical thinking and decentre Eurocentrism. The contributors explore these decolonial debates as they navigate ways of moving towards epistemic freedom and cognitive justice.


Review


This book is evocative and it reveals the potential of indigenous knowledges as education role-players debate the future decolonised systems. The contributors have reflected with acumen ways to enhance teacher practice for liberatory classrooms and critical thinking. I found this deeply engaging work, unmasking the role of the ecology of knowledges in building and sustaining African societies. Culturally responsive, relevant and rigorous is
how I can describe this collection of essays. Msila's book is neither the first, nor is it the last, in engaging in these debates, yet it reminds us and points towards new epistemologies we all need to embrace in this renaissance of education.
Associate Professor Ntombozuko Stunky Duku
Acting Deputy Dean, Faculty of Education, University of Fort Hare, East London

This collection of essays is a timely and focused contribution to the ongoing conversations about decolonisation in higher education. The arguments about the role of language in decolonising curricula and need for transformed epistemologies are invaluable. In an emotive conversation that is often characterised by popular platitudes, this book offers well-reasoned and critical arguments that need to be considered by all participating in this conversation, regardless of their own perspective. It is my belief that the tone set by this book can contribute to the advancement of education in both the African and global context.
Doctor Gert Young
Centre for Teaching and Learning, Stellenbosch University, Stellenbosch

This is a stimulating book. Unlike recent publications on decolonisation that focus almost exclusively on higher education, this volume also examines basic education and teacher education. The authors argue for a de-centring of Western knowledge and recall the marginalised knowledge systems to realise Africa conscious curricula. This is a welcome addition in the growing body of scholarship on decolonisation and is essential reading for teachers, teacher educators, academics and policy makers.
Professor Sylvan Blignaut
Former School Director - Education, Nelson Mandela University, Port Elizabeth