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.
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 Boys
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.
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.
