African Journal of Teacher Education最新文献_第2页

Combating colonial mentality within higher learning spaces: The case of sub-Saharan African universities 在高等教育领域消除殖民心态：撒哈拉以南非洲大学的案例

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7517

B. Balogun, E. T. Woldegiorgis

{"title":"Combating colonial mentality within higher learning spaces: The case of sub-Saharan African universities","authors":"B. Balogun, E. T. Woldegiorgis","doi":"10.21083/ajote.v12i2.7517","DOIUrl":"https://doi.org/10.21083/ajote.v12i2.7517","url":null,"abstract":"As former colonies of Western imperial powers, virtually all aspects of African life have been invaded by forces of Western hegemony. Colonial mentality is the blind assimilation or internalisation of the colonial powers’ socio-cultural forms resulting in the destructive and disruptive abandonment of the ways of life of the colonies. As it applies to Africa, colonial mentality is a product of African cultural invasion in which, having been exposed to colonial experience for a long time, an average African has internalised foreign ideas and ideals—so much so that she has lost the authentic African ways of life in the process. Using philosophical methods of argumentation and critical engagements, this paper contends that a connection exists between colonial mentality and the observed failure of African universities to efficiently effectuate their relevance as Africa’s development partners. The paper identifies four key areas in which colonial mentality plays out most profoundly in African universities, namely, the nature of knowledge produced, the mode of certification, the language of instruction, and research funding. The paper argues that the incursion of colonial mentality in these vital areas continues to impede African universities’ capacity to substantively contribute to African development drives and aspirations. Given this close nexus, the paper maintains that African universities may never realise their potential as a critical sector in African development discourse. This qualitative research is based on critical inquiry through a process of identifying, questioning and assessing deeply held assumptions about Western hegemony. The paper concludes that decolonisation in learning spaces can only be a feasible project if it is accorded the seriousness that it deserves by all stakeholders both within and outside the university.","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

African identity and curriculum transformation at universities in South Africa 南非大学的非洲特性和课程改革

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7515

Phafane Peter Mashilo, Logan Govender

{"title":"African identity and curriculum transformation at universities in South Africa","authors":"Phafane Peter Mashilo, Logan Govender","doi":"10.21083/ajote.v12i2.7515","DOIUrl":"https://doi.org/10.21083/ajote.v12i2.7515","url":null,"abstract":"This paper argues for the notion of African identity to be placed at the centre of creating a new African university as part of the education decolonisation project. Defining the African university does not mean a total negation of Western ideas and epistemologies, but rather the foregrounding of African identity, traditions and culture. The paper recognises that Africa is part of a global economy, hence African university curricula must (among other phenomena) be responsive to the Fourth Industrial Revolution (4IR), pandemics and climate change. Drawing on recent African identity-driven curriculum transformation developments at four South African universities, the paper recognises differences in institutional initiatives, some with detailed curriculum transformation plans and others with no clear plans. Based on a literature review and document analysis methods, the results suggest that progress in curriculum transformation is mediated by context and history, as well as differences in institutional commitment to the decolonisation education project. The authors suggest that – with support from government and policymakers – a clear and detailed programme of curriculum transformation is needed, underpinned by a moral imperative to foreground African identity in the transition to the new African university.","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The SDG agenda and university transformation in Africa: The decolonial turn deferred? 可持续发展目标议程与非洲大学转型：非殖民主义转向被推迟？

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7518

S. Motala, Yusuf YM Sayed, Terri Maggott

{"title":"The SDG agenda and university transformation in Africa: The decolonial turn deferred?","authors":"S. Motala, Yusuf YM Sayed, Terri Maggott","doi":"10.21083/ajote.v12i2.7518","DOIUrl":"https://doi.org/10.21083/ajote.v12i2.7518","url":null,"abstract":"The Sustainable Development Goals (SDGs) agreed in September 2015 set the scene for a renewed and ambitious development framework in a global context of widening inequalities within and between countries, global economic crises, conflict and climate change. Higher education is framed in several of the targets that make up SDG 4 and is also argued as central to achieving all 17 goals. However, the extent to which they engage with higher education in the context of calls for responsive, decolonised higher education remains underexplored. It is this gap that this paper addresses, arguing that while the SDGs take a broad approach to education the focus on specific targets and indicators limit states’ autonomy by de-territorialising local frameworks (Sayed & Moriarty, 2020). As a result, universities in Africa struggle to assert their agendas as power is overly located at the supra national level. We use the case of South African higher education to examine how and in what ways the national education agenda articulates with the SDG agenda. In particular, we focus on the lack of a clear equity and anti-racist focus in the SDG agenda which fails to engage with the disciplinary hold of racism over knowledge. We use Boaventura de Sousa Santos’ (2014) notion of difficult questions in higher education with weak answers to address what a decolonised and deracialised higher education system might look like. In particular, we articulate how Western domination has marginalised knowledge present in the global South. In so doing, we describe the influence of the SDGs in higher education noting the strides made but also their limited application in the global South and the decolonial turn. We argue that the decolonisation of knowledge in higher education is a collective process in which disruptive disciplinary practices contribute to cognitive global justice.","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia 难民接受高等教育的机会与政治：乌干达和埃塞俄比亚的比较情况

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7516

E. T. Woldegiorgis, Kennedy Monari

{"title":"Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia","authors":"E. T. Woldegiorgis, Kennedy Monari","doi":"10.21083/ajote.v12i2.7516","DOIUrl":"https://doi.org/10.21083/ajote.v12i2.7516","url":null,"abstract":"An intricate mesh of factors hampers students from refugee backgrounds from accessing and having success in higher education (HE). The paper examines HE within a broader framework of refugee education and the future politics of its provision. Much research is done on refugee children and youth in schooling contexts, but less is known about students from refugee backgrounds in HE. According to the United Nations High Commissioner for Refugees (UNHCR), an estimated 65 million people are currently displaced, of whom over 21 million meet refugee status criteria. Nevertheless, only five percent of this group has access to HE. Thus, access to HE and the success of students from refugee backgrounds are central to the discussion on the future of HE. The paper provides a comparative overview of difficulties regarding access to HE for refugee students in Uganda and Ethiopia, highlighting policy and settlement issues in their legislative and political contexts. It also interrogates students’ coping mechanisms, exploring their experiences through interviews. The study uses secondary data, document analysis, and interviews with a total of 30 students from refugee backgrounds, fifteen from Makerere University in Uganda and fifteen from Addis Ababa University in Ethiopia.","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Against the pedagogy of debt in South African higher education 反对南非高等教育中的债务教学法

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7519

M. Masutha

{"title":"Against the pedagogy of debt in South African higher education","authors":"M. Masutha","doi":"10.21083/ajote.v12i2.7519","DOIUrl":"https://doi.org/10.21083/ajote.v12i2.7519","url":null,"abstract":"On the back of decades of austerity, marketisation, credentialization and related neoliberal conceptions of education and society, a student debt crisis has emerged in higher education (HE). Despite the well-documented history of government-guaranteed income contingent loans (ICLs) indenturing students and their present and future families, such loans continue to be canvassed by policymakers and interest groups as an ideal ladder of educational opportunity, particularly for students from traditionally excluded communities. In this paper, the author brings together insights from Jeffrey Williams’ Pedagogy of Debt, Carter G Woodson’s Miseducation, Ha-Joon Chang’s idea of Bad Samaritans, and Kwame Nkrumah’s theory of Sham Independence as conceptual building blocks to reinforce the wall of resistance against the orthodoxy of debt as a paradigm for HE funding in South Africa. To add to the student debt abolition movements and the voices calling for freeing public HE, this paper critically reviews the recommendations of South Africa’s 2017 Fees Commission Report. This is done to offer an analysis that makes explicit the likely impact of the proposed student loan policy on South Africa. As we imagine transitioning towards the new African University, this paper makes a case for freeing public HE for all, on the basis of mutual aid, transitional and reparative justice.","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intra-Africa student mobility: benefits for Africa and factors militating against it 非洲内部学生流动：对非洲的益处和不利因素

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7513

Olaide Agbaje

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‘Nothing for us without us’: Exclusion of students with disabilities in disability policy review at a South African institution of higher education “没有我们就没有我们”:南非一所高等教育机构在残疾政策审查中排斥残疾学生

African Journal of Teacher Education Pub Date : 2023-06-09 DOI: 10.21083/ajote.v12i1.7165

S. Ndlovu, E. T. Woldegiorgis

{"title":"‘Nothing for us without us’: Exclusion of students with disabilities in disability policy review at a South African institution of higher education","authors":"S. Ndlovu, E. T. Woldegiorgis","doi":"10.21083/ajote.v12i1.7165","DOIUrl":"https://doi.org/10.21083/ajote.v12i1.7165","url":null,"abstract":"The prominent disability rights slogan ‘nothing for us without us’ which was adopted from the 16th-century Polish revolution ‘nihil de nobis, sine nobis’, means that persons with disabilities, should be involved in anything that concerns their welfare so that they speak for themselves as people with a lived experience of disabilities. This empirical paper explores the participation of students with disabilities in the review of an institutional disability policy in a single institution of higher education in South Africa. Qualitative data were collected through interviews with twelve students with disabilities and seven disability unit staff members. Informed by critical disability theory, the finding was that there was limited participation by students with disabilities in the formulation of institutional disability policy meant for their welfare. While contemporary scholarship on disability seeks to address the exclusion of historically disadvantaged social groups such as those with disabilities but without privileging the voice of those with a lived experience of disability in policy issues, the ‘nothing for us without us’ slogan will remain elusive, fragile and cliché merely chanted. The paper thus aims to contribute to the understanding that limited participation in policy formulation could negatively affect the learning of students with disabilities and consequently their timeous graduation. For genuine inclusion, all students, including those with disabilities will fully participate in higher learning. ","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131390655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inclusivity and the remote doctorate supervision experience of a student with disability in a South African university 南非一所大学的一名残疾学生的包容性和远程博士指导经验

African Journal of Teacher Education Pub Date : 2023-06-01 DOI: 10.21083/ajote.v12i1.7285

B. Akala

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The imperative for real-world experiences in Kenyan teacher preparation for disability inclusive teaching 肯尼亚教师为残疾人包容性教学做准备的现实经验势在必行

African Journal of Teacher Education Pub Date : 2023-06-01 DOI: 10.21083/ajote.v12i1.7323

Leann A. Johnson, Scolastica Kariuki-Githinji, Joab Namai

{"title":"The imperative for real-world experiences in Kenyan teacher preparation for disability inclusive teaching","authors":"Leann A. Johnson, Scolastica Kariuki-Githinji, Joab Namai","doi":"10.21083/ajote.v12i1.7323","DOIUrl":"https://doi.org/10.21083/ajote.v12i1.7323","url":null,"abstract":"Traditional university-based teacher training in Kenya has relied on theoretical campus-based coursework which provides strong knowledge but little opportunity to develop practical skills. The need for practical skills is particularly evident for teacher candidates who are expected to teach students with disabilities who attend class in regular education settings. This case study outlines a pilot class at Daystar University that incorporated video, field trips, and real-world assignments within an experiential learning model to determine the impact of real-world experiences on student attitudes towards individuals with disabilities and their families, knowledge of disabilities, and skills in identifying and using understanding of learner strengths and weaknesses to make instructional recommendations and incorporate those recommendations into the design of class-wide learning activities. Teacher candidates enrolled in the pilot class reported positive changes in attitude and understanding towards individuals with disabilities, increased learning, and had more confidence in their ability to work in inclusive classrooms. These results have implications for ongoing curriculum restructuring in teacher education in areas of the world where educator preparation lacks the necessary resources for implementing a series of fully supported field experiences leading to a full-time teaching practice opportunity.","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124513365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Practice schools as third spaces? Navigating the continuum between hierarchical models and collaborative partnerships in teaching practice in South Africa 把学校当做第三空间?在南非的教学实践中导航等级模式和合作伙伴关系之间的连续体

African Journal of Teacher Education Pub Date : 2023-06-01 DOI: 10.21083/ajote.v12i1.7164

S. G. Le Roux, Rina Lemmer

{"title":"Practice schools as third spaces? Navigating the continuum between hierarchical models and collaborative partnerships in teaching practice in South Africa","authors":"S. G. Le Roux, Rina Lemmer","doi":"10.21083/ajote.v12i1.7164","DOIUrl":"https://doi.org/10.21083/ajote.v12i1.7164","url":null,"abstract":"Mentoring student teachers is a fundamental approach in teaching practice. Traditionally, teaching-practice models have been based on cognitive apprentice approaches and have been hierarchical in nature. Problems with finding suitable schools for teaching practice and mentoring experiences have been challenging, which has led to the implementation of collaborative partnership approaches. In South Africa, minimal research has been undertaken on the establishment of partnerships to strengthen teaching practice, with work in the third space almost non-existent. The research question under investigation in this paper is as follows: How do we move away from hierarchical models of teaching practice and establish collaborative partnerships between schools and universities? The paper is underpinned by both third space theory and border theory. The aim of the paper is, first, to explore the challenges encountered with the hierarchical models used in teaching practice. Second, we explore what collaborative educational partnerships entail and investigate the various models used internationally to establish partnerships between universities and schools to strengthen teaching practice. This non-empirical paper uses a secondary-source data design that draws on existing texts, research findings, and journal articles. A qualitative research approach has been employed as it allows a narrative description of the data collected. An interpretive approach is employed to interpret and to discuss the findings. The paper concludes by reviewing practice schools as a type of school that allows lecturers, teachers, and students to cross institutional borders and collaborate in the third space.","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"158 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120886646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0