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Education – Articles, Analysis, Comment
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Much of academic philosophy, even on the African continent, is openly and unashamedly in love with the idea of the West as destiny.
Adopting an African philosophy of education can be a powerful tool to help the continent’s universities create real social change and justice.
A shocking wave of school fires set by students across Kenya has elicited a range of counter-measures, none of which appears to get to the root of the problem.
South African students’ demands for free university education are not going away. Nor are the country’s economic realities.
South Africa’s university students have shown that they can have an impact on the political landscape. That’s why it’s so important that they exercise their right to vote.
It is arrogant and hypocritical for ranking institutions to declare that they’re building Africa’s legacy or its global partnerships on the continent’s behalf.
Thanks to life-skills training, girls who previously believed it improbable that they would go on to secondary school are now allowing themselves to dream about possibilities.
It’s unusual for children in Nigeria’s rural areas to have any access to private schooling, even if it’s of the low-cost variety. They must rely instead on poorly resourced government schools.
Career counselling shouldn’t be a luxury that only certain people can access. It’s actually a necessity in the rapidly changing world of work.
In South Africa there’s a value judgment attached to students who take part in universities’ English for Academic Purposes programmes. This shouldn’t be the case.
The lessons Paulo Freire learnt nearly 90 years ago and the theories he developed from painful personal experience still resonate across Africa’s schooling systems today.
Many people are left floundering when they try to get working on their PhDs. In Africa, this is often because the skills they need haven’t been developed earlier in their academic careers.
Decolonisation of the curriculum doesn’t have to mean the destruction of Western knowledge, but it’s decentring. Such knowledge should become one way of knowing rather than the only way.
Girls’ lives are still entangled in a culture whose custodians happen to be men.
Africa’s universities must avoid collaborative programmes with the North that become mere tick-box exercises that only benefit Northern researchers and organisations.
The unavoidable regime of publication pervades contemporary academic life across the world. While presented as a virtuous thing, it can actually suffocate the academic profession.
Sections of South Africa’s student movements regard transformation as a complete failure. Responding to this perceived failure, some have adopted an anti-democratic stance.
Its critics complain that current Afrodiasporic literature is not in tune with everyday life on the continent. They see its versions of Africa as sanitised and Westernised.
Ghana’s school feeding programme has reached millions of children in the past 11 years. It does important work, but needs more support to grow and become sustainable.
South Africa needs to build a mental infrastructure that will allow people to individually and collectively engage in a bold, courageous and trutfhul dialogue.
In Tanzania, where albinism is common, there’s plenty that ordinary teachers can do to support students with albinism – much of it quite simple.
African Studies remains a colonised space rife with misrepresentation, homogenisation and essentialising about Africa.
There is a risk that because of fatigue, frustration and silencing the important moment created by South Africa’s student movements will pass by with no proper, long-term structural change.
Students with disabilities find that they must accommodate themselves to institutional contexts which they find profoundly disabling.