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Decolonizing African studies pedagogies = knowledge production, epistemic imperialism and black agency /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Decolonizing African studies pedagogies/ edited 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.
[NT 15003449]:	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.
Contained By:	Springer Nature eBook
Subject:	Decolonization - Africa. -
Subject:	Africa - History -
Online resource:	https://doi.org/10.1007/978-3-031-37442-5
ISBN:	9783031374425

Decolonizing African studies pedagogies = knowledge 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

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

544881
Decolonization
--Africa.Subjects--Geographical Terms:

3669452
Africa
--History

LC Class. No.: DT30.5

Dewey Class. No.: 960

Decolonizing African studies pedagogies = knowledge production, epistemic imperialism and black agency /
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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.
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