Africa

Shay, Suellen. 2016. “Decolonising the Curriculum: It’s Time for a Strategy.” The Conversation, June 13, 2016.

Angela Okune: In this 2016 article by Dean and Associate Professor at the University of Cape Town, Suellen Shay, she highlights six key demands that she believes are key towards "decolonizing the curriculum."Read more

Mukoma wa Ngugi. 2018. “What Decolonizing the Mind Means Today.” Literary Hub, March 2018.

Angela Okune: This 2018 blog post by Ngugi wa Thiong'o's son, Mukoma articulates the continued relevance of the book. Borrowing literary critic Adam Beach's notion of an "English metaphysical empire," Mukoma highlights how English continues to be a marker of intelligence and class in Kenya (and...Read more

Peters, Rebecca Warne, and Claire Wendland. 2016. “Up the Africanist: The Possibilities and Problems of ‘Studying up’ in Africa.” Critical African Studies, October, 1–16.

AO: This article by Peters and Wendland complicates Nadar's concept of "studying up," pointing out the complexity of power hierarchies that go beyond obvious and durable routes to power (e.g. whiteness in humanitarian projects). They argue, this aspect of studying up reveals ethical concerns...Read more

Mangan, J. A. A. 1993. The Imperial Curriculum (RLE Edu H). Hoboken: Taylor & Francis.

Angela Okune: This 1993 volume is a comparative analysis of racial attitudes in the formal schooling of both Britain and its former dominions and colonies. The contributions include chapters looking at experiences in South Africa, Uganda and Kenya. A central theme throughout the work is that a...Read more

Ngũgĩ wa Thiongʾo. 1986. Decolonising the Mind: The Politics of Language in African Literature. London : Portsmouth, N.H: J. Currey ; Heinemann.

Abstract: " Decolonising the Mind is a collection of essays about language and its constructive role in national culture, history, and identity. The book, which advocates for linguistic decolonization, is one of Ngũgĩ’s best-known and most-cited non-fiction publications, helping...Read more

Madeira, Ana Isabel. 2005. “Portuguese, French and British Discourses on Colonial Education: Church–State Relations, School Expansion and Missionary Competition in Africa, 1890–1930.” Paedagogica Historica 41 (1–2): 31–60.

Abstract: " This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school...Read more

Makerere Institute of Social Research (MISR) 2018 Call for Abstract for Graduate Student Conference

This call for abstracts is particularly interesting in its framing because it points to the special importance of "deconstructive" approaches in contexts like "Africa."

Vavrus, Frances. 2005. “Adjusting Inequality: Education and Structural Adjustment Policies in Tanzania.” Harvard Educational Review 75 (2): 174–201.

Angela Okune: In this 2005 article, Frances Vavrus discusses how access to secondary education declined in Tanzania as school fees were introduced and subsidized prices for food were removed during the advent of the IMF structural adjustment programs (SAPs).Read more

Bude, Udo. 1983. “The Adaptation Concept in British Colonial Education.” Comparative Education 19 (3): 341–55.

Abstract: "The solution to the problems of education in Africa proposed by Jones and his colleagues was the design of an educational concept adapted to the needs of people, completely oriented towards family and community life. Their proposed 'adapted education' for black Africa would,...Read more

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