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"Shizha, Edward"
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Remapping Africa in the global space : propositions for change
What are the benefits and risks for Africa's participation in the globalisation nexus? This book is a visionary and interdisciplinary volume that restores Africa's image using a multidisciplinary lens. It incorporates disciplines such as sociology, education, global studies, economics, development studies, political science and philosophy to explore and theorise Africa's reality in the global space and to deconstruct the misperceptions and narratives that often infantilise Africa's internal and international relations. The contributions to this volume are a hybrid of both 'outsider' and 'insider' perspectives that create a balanced critical discourse that can provide 'standard' paradigms that can adequately explain, predict, or prevent Africa's current misperceptions and myths about the African 'crisis' and 'failure' status. The authors provide a holistic, and perhaps, anticolonial and anti-hegemonic perspective that can benefit a wide spectrum of academics, scholars, students, development agents, policy makers in both governmental and non-governmental organisations and engage some alternative analyses and possibilities for socio-politico and economic advancement in Africa. The book provides up-to-date scholarly research on continental trends on various subjects and concerns of paramount importance to globalisation and development in Africa.--Provided by publisher.
Book
African Indigenous Knowledge and the Sciences
This book is an intellectual journey into epistemology, pedagogy, physics, architecture, medicine and metallurgy. The focus is on various dimensions of African Indigenous Knowledge (AIK) with an emphasis on the sciences, an area that has been neglected in AIK discourse.
eBook
Indigenous knowledge and learning in Asia/Pacific and Africa : perspectives on development, education, and culture
\"This collection makes a unique contribution towards the amplification of indigenous knowledge and learning by adopting an inter/trans-disciplinary approach to the subject that considers a variety of spaces of engagement around knowledge in Asia and Africa\"--Provided by publisher.
Book
Great Expectations: Perspectives of Young West African Immigrant Men Transitioning to the Canadian Labour Market Without Postsecondary Education
This article employs a life course perspective to examine the life experiences—expectations, disappointments and second chances—of young men from West African immigrant families who did not complete postsecondary education. Specifically, it demonstrates the discrepancy between the education and career expectations that parents have for their sons and the men’s own expectations as they transitioned from high school to the labour market. Based on a larger qualitative study of the postsecondary education decisions of male African immigrant youth in Southern Ontario, Canada, the article highlights the life stories of 20 young men in Toronto who transitioned to adulthood in economically vulnerable families. The findings demonstrate that the young men took a non-linear path to the labour market.
Journal Article
Indigenous knowledge and learning in Asia/Pacific and Africa : perspectives on development, education, and culture
This collection makes a unique contribution towards the amplification of indigenous knowledge and learning by adopting an inter/trans-disciplinary approach to the subject that considers a variety of spaces of engagement around knowledge in Asia and Africa.
eBook
Re-thinking postcolonial education in sub-Saharan Africa in the 21st century : post-millennium development goals
\"What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes\"-- Page 4 of cover.
Book
Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century
What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21stCentury: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people.
eBook
African indigenous knowledge and the sciences : journeys into the past and present
This text explores the multidisciplinary context of African Indigenous Knowledge Systems from scholars and scholar activists committed to the interrogation, production, articulation, dissemination and general development of endogenous and indigenous modes of intellectual activity and praxis. The work reinforces the demand for the decolonization of the academy and makes the case for a paradigmatic shift in content, subject matter and curriculum in institutions in Africa and elsewhere - with a view to challenging and rejecting disinformation and intellectual servitude. Indigenous intellectual discourses related to diverse disciplines take center stage in this volume with a focus on education, mathematics, medicine, chemistry and engineering in their historical and contemporary context.
Book
Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe
Despite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and Indigenous teaching practices in science education. A case study of 10 teachers in a rural school in Zimbabwe was conducted using the observation method which was complimented with a semi-structured interview. Twenty video recordings were carried out while the teachers were conducting science lessons. Classroom interactions and communications were vividly captured and analysed, while interviews were conducted after observations to capture explanatory details that may not have been apparent during video recordings. Inductive data analysis focusing on themes relating to teachers' views and practices yielded rich and informative details. Findings indicate that teachers are reluctant to integrate Indigenous knowledge and teaching techniques as pedagogical tools. The attitudes are a result of systemic and institutional expectations on teachers.
Journal Article