Rethinking African-European Scientific Cooperation: The Case of the Platform for African-European Studies

IF 1.1 Q2 AREA STUDIES
C. Nshimbi, P. Develtere, Bacha Kebede Debela
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引用次数: 0

Abstract

African universities rely on teaching traditions and scientific theories based on Western epistemologies and ontologies. Interactions between European and African scholars too tend to focus on the deficits in African experiences, knowledge, research and teaching methodologies and the poor economic environments in which they operate that are characterized by inadequate infrastructure and budgets. This essay discusses an emerging opportunity in science diplomacy within African-European Union (EU) interactions in higher education and argues that a fundamental revision of the imbalances in African-European scholarly relationships is possible. The essay uses the case of the emerging Platform for African–European Studies, which involves 22 universities (including 14 in Africa and eight in Europe) and underscores the importance of science diplomacy, knowledge co-creation and co-production to correct hegemonic knowledge about Africa. It explores the origins of the programme, its attempt to follow a critical global and decolonized approach in addressing the revision of curricula both in Europe and in Africa and the co-design of research. It concludes by highlighting some of the obstacles to disrupting the status-quo.
反思非洲-欧洲科学合作:以非洲-欧洲研究平台为例
非洲大学依赖于基于西方认识论和本体论的教学传统和科学理论。欧洲和非洲学者之间的互动也倾向于关注非洲在经验、知识、研究和教学方法方面的不足,以及它们所处的以基础设施和预算不足为特征的恶劣经济环境。本文讨论了在非洲-欧洲联盟(EU)高等教育互动中科学外交的新机会,并认为对非洲-欧洲学术关系的不平衡进行根本性的修正是可能的。这篇文章使用了新兴的非洲-欧洲研究平台的案例,该平台涉及22所大学(包括14所非洲大学和8所欧洲大学),并强调了科学外交、知识共同创造和共同生产对纠正关于非洲的霸权知识的重要性。它探讨了该方案的起源,它在解决欧洲和非洲的课程修订和研究的共同设计问题时,试图遵循一种关键的全球和非殖民化方法。报告最后强调了打破现状的一些障碍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.30
自引率
0.00%
发文量
12
审稿时长
26 weeks
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