國立高雄大學圖資館 |

Language: English

Back

Decolonizing African studies pedagogiesknowledge production, epistemic imperialism and black agency /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Decolonizing African studies pedagogiesedited by Nathan Andrews, Nene Ernest Khalema.
Reminder of title:	knowledge production, epistemic imperialism and black agency /
other author:	Andrews, Nathan.
Published:	Cham :Springer International Publishing :2023.
Description:	xxix, 236 p. :illustrations, digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	DecolonizationAfrica.
Subject:	AfricaExhibitions.Antiquities
Online resource:	https://doi.org/10.1007/978-3-031-37442-5
ISBN:	9783031374425$q(electronic bk.)

Decolonizing African studies pedagogiesknowledge production, epistemic imperialism and black agency /
Decolonizing African studies pedagogiesknowledge production, epistemic imperialism and black agency /[electronic resource] :edited by Nathan Andrews, Nene Ernest Khalema. - Cham :Springer International Publishing :2023. - xxix, 236 p. :illustrations, digital ;24 cm. - Political pedagogies,2662-7817. - Political pedagogies..

Chapter 1. Re-Storying African (Studies) Pedagogies: Decolonizing Knowledge and Centering Black Agency? -- Chapter 2. Beyond Reaction: (Re)-Imagining African agency in the decolonization of knowledge -- Chapter 3. Africa, Knowledge Production and Scholarly Prestige -- Chapter 4. RepresentationMatters: Unpacking the Prevalence of Whiteness in the Teaching of African Studies Abroad -- Chapter 5. Constructing Knowledge about Africa in a South African University Classroom: Living Creatively with the Colonial Library -- Chapter 6. 'Dem European teachings in my African school': Unpacking coloniality and Eurocentric hegemony in African education through Burna Boy's Monsters You Made -- Chapter 7. Is Sub-Saharan Africa a knowledge society or economy? -- Chapter 8. The Perceived Universality of the West and the Silencing of 'Africa' in Western Syllabi of International Relations -- Chapter 9. The Façade of 'Transforming' Post-Apartheid Universities in South Africa: Towards African-Centred Practices and Processes of Redress. Chapter 10. Agency, Africanity, and Some Propositions for Engaged Scholarship.

This book offers a nuanced, realistic, thought-provoking, and rich menu of ideas for addressing epistemic racism and disrupting oppressive structures of knowledge creation and mobilization. -Thomas Kwasi Tieku, King's University College, University of Western Ontario, Canada. The theme and collection constitute a timely and an impressive cutting-edge contribution to both the theorizing and praxis of epistemic agency. -N'Dri T. Assié-Lumumba, Cornell University, USA. This book makes a vigorous contribution to the struggle for epistemic decolonisation from Eurocentrism. It is daring yet still accessible. Read this book and learn! It's a gift to us. -Leon Moosavi, University of Liverpool, UK Despite the long history of decolonization as a 'third world' political project, decolonization as an intellectual project has gained tremendous momentum in recent times, signalled by movements such as #RhodesMustFall, #BlackInTheIvory, and Why Is My Curricula So White among others. These movements situate the coloniality of power within ongoing practices in academia and seek to disrupt systemic racism and oppressive structures of knowledge production and dissemination. Assembling critical perspectives of scholars engaged in African Studies and other cognate disciplines on the continent and in the diaspora, the book elucidates and fuses ideas together to produce nuanced pedagogical advances in the service of students, academics, and educators. It contributes ideas on how to navigate systems, curricula, and academic contexts that have perpetuated a colonial toxicity that undermines Black agency and epistemic justice. This book will be of interest to students, researchers, educational leaders and policy makers across diverse disciplines interested in championing a decolonial praxis in academic spaces and universities. Nathan Andrews is Associate Professor in the Department of Political Science at McMaster University, Canada. Nene Ernest Khalema is Professor and Dean/Head of School of Built Environment & Development Studies at the University of KwaZulu-Natal, South Africa.

ISBN: 9783031374425$q(electronic bk.)

Standard No.: 10.1007/978-3-031-37442-5doiSubjects--Topical Terms:

287730
Decolonization
--Africa.Subjects--Geographical Terms:

390751
Africa
--Antiquities--Exhibitions.

LC Class. No.: DT30.5

Dewey Class. No.: 960

Decolonizing African studies pedagogiesknowledge production, epistemic imperialism and black agency /
LDR:04322nmm a2200337 a 4500 001 654184
003 DE-He213
005 20231116114904.0
006 m d
007 cr nn 008maaau
008 240426s2023 sz s 0 eng d
020 $a 9783031374425$q(electronic bk.)
020 $a 9783031374418$q(paper)
024 7 $a 10.1007/978-3-031-37442-5 $2 doi
035 $a 978-3-031-37442-5
040 $a GP $c GP
041 0 $a eng
050 4 $a DT30.5
072 7 $a JPS $2 bicssc
072 7 $a POL011000 $2 bisacsh
072 7 $a JPS $2 thema
082 0 4 $a 960 $2 23
090 $a DT30.5 $b .D296 2023
245 0 0 $a Decolonizing African studies pedagogies $h [electronic resource] : $b knowledge production, epistemic imperialism and black agency / $c edited by Nathan Andrews, Nene Ernest Khalema.
260 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Macmillan, $c 2023.
300 $a xxix, 236 p. : $b illustrations, digital ; $c 24 cm.
490 1 $a Political pedagogies, $x 2662-7817
505 0 $a Chapter 1. Re-Storying African (Studies) Pedagogies: Decolonizing Knowledge and Centering Black Agency? -- Chapter 2. Beyond Reaction: (Re)-Imagining African agency in the decolonization of knowledge -- Chapter 3. Africa, Knowledge Production and Scholarly Prestige -- Chapter 4. RepresentationMatters: Unpacking the Prevalence of Whiteness in the Teaching of African Studies Abroad -- Chapter 5. Constructing Knowledge about Africa in a South African University Classroom: Living Creatively with the Colonial Library -- Chapter 6. 'Dem European teachings in my African school': Unpacking coloniality and Eurocentric hegemony in African education through Burna Boy's Monsters You Made -- Chapter 7. Is Sub-Saharan Africa a knowledge society or economy? -- Chapter 8. The Perceived Universality of the West and the Silencing of 'Africa' in Western Syllabi of International Relations -- Chapter 9. The Façade of 'Transforming' Post-Apartheid Universities in South Africa: Towards African-Centred Practices and Processes of Redress. Chapter 10. Agency, Africanity, and Some Propositions for Engaged Scholarship.
520 $a This book offers a nuanced, realistic, thought-provoking, and rich menu of ideas for addressing epistemic racism and disrupting oppressive structures of knowledge creation and mobilization. -Thomas Kwasi Tieku, King's University College, University of Western Ontario, Canada. The theme and collection constitute a timely and an impressive cutting-edge contribution to both the theorizing and praxis of epistemic agency. -N'Dri T. Assié-Lumumba, Cornell University, USA. This book makes a vigorous contribution to the struggle for epistemic decolonisation from Eurocentrism. It is daring yet still accessible. Read this book and learn! It's a gift to us. -Leon Moosavi, University of Liverpool, UK Despite the long history of decolonization as a 'third world' political project, decolonization as an intellectual project has gained tremendous momentum in recent times, signalled by movements such as #RhodesMustFall, #BlackInTheIvory, and Why Is My Curricula So White among others. These movements situate the coloniality of power within ongoing practices in academia and seek to disrupt systemic racism and oppressive structures of knowledge production and dissemination. Assembling critical perspectives of scholars engaged in African Studies and other cognate disciplines on the continent and in the diaspora, the book elucidates and fuses ideas together to produce nuanced pedagogical advances in the service of students, academics, and educators. It contributes ideas on how to navigate systems, curricula, and academic contexts that have perpetuated a colonial toxicity that undermines Black agency and epistemic justice. This book will be of interest to students, researchers, educational leaders and policy makers across diverse disciplines interested in championing a decolonial praxis in academic spaces and universities. Nathan Andrews is Associate Professor in the Department of Political Science at McMaster University, Canada. Nene Ernest Khalema is Professor and Dean/Head of School of Built Environment & Development Studies at the University of KwaZulu-Natal, South Africa.
650 0 $a Decolonization $z Africa. $3 287730
650 0 $a Education, Higher $z Africa. $3 673785
650 1 4 $a International Relations Theory. $3 774425
650 2 4 $a Pedagogy. $3 826814
651 0 $a Africa $x Antiquities $v Exhibitions. $3 390751
700 1 $a Andrews, Nathan. $3 726708
700 1 $a Khalema, Nene Ernest. $3 726709
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a Political pedagogies. $3 895510
856 4 0 $u https://doi.org/10.1007/978-3-031-37442-5
950 $a Political Science and International Studies (SpringerNature-41174)