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Mediating Learning in Higher Education in Africa
From Critical Thinking to Social Justice Pedagogies
Series:
Historically, African higher education teaching and learning have relied on Western models, paradigms, assumptions, concepts and procedures, among other research related aspects. Western hegemony and ideology has influenced and continues to influence the epistemologies and both the methods and outcome of higher education research. The connection between teaching and learning is that teaching generates new forms of learning and learning challenges methods of teaching. Western claims to universality, objectivity and neutrality have dominated research paradigms in African higher education institutions to the detriment of alternative approaches and conceptions of knowledge. Methods aligned to African teaching and learning are often unrecognised and thus underutilised despite calls for the mantra for decolonial research methods. What are the African indigenous ways of teaching and learning? How are they related to the present African university? These puzzling questions provoke the minds of scholars on Africa to confront the discourse on decolonisation of higher education as they engage head-on and interrogate contemporary teaching and learning methods. Mediating Learning in Higher Education in Africa: From Critical Thinking to Social Justice Pedagogies provides critical reflections to some of the above questions that affect African Higher Education as it seeks to transform itself and provide directions for the future.
Amasa P. Ndofirepi, Ph.D. (2013), University of the Witwatersrand, is an Associate Professor of History and Philosophy of Education at the Sol Plaatje University, South Africa. He has published books, book chapters and journal articles on Knowledges in the African university.
Ephraim T. Gwaravanda, Ph.D. (2016), is an Associate Professor of Philosophy at Great Zimbabwe University. His most recent publication is African Higher Education in the 21st Century: Epistemological, Ontological and Ethical Perspectives (Brill Sense, 2021), co-edited with Amasa P. Ndofirepi.
Ephraim T. Gwaravanda, Ph.D. (2016), is an Associate Professor of Philosophy at Great Zimbabwe University. His most recent publication is African Higher Education in the 21st Century: Epistemological, Ontological and Ethical Perspectives (Brill Sense, 2021), co-edited with Amasa P. Ndofirepi.
Acknowledgements
List of Acronyms
Notes on Contributors
1 Grounding Teaching and Learning in African Higher Education
âEphraim T. Gwaravanda and Amasa P. Ndofirepi
2 Ruptured African Teaching and Learning: Towards a Pedagogy of Witnessing through Ubuntu
âYusef Waghid, Faiq Waghid and Zayd Waghid
3 The (In)compatible Nexus between Ubuntu and Critical Thinking in African Philosophy of Education: Towards Ubuntu Critical Thinking in African Higher Education
âJoseph Pardon Hungwe
4 Brain Gain from Emigrant Academics at Higher Institutions of Learning Constitutes Moral Restitution
âPatrick Jaki
5 Decolonising the Academic Workspace in a South African University: Reflections of Black Academics
âEckson Khambule
6 Beyond Rhetoric, towards the Africanisation of the Teaching of Philosophy in Zimbabwean Universities
âEphraim T. Gwaravanda and Amasa P. Ndofirepi
7 Challenges of the Universal Design of Learning in South African Higher Education
âSibonokuhle Ndlovu
8 Developing Teachersâ Procedural Knowledge: A Case of the University of Rwandaâs Distance Teacher Education Programme
âEmmanuel Sibomana
9 Traditional and Contemporary Approaches for Teaching through English in Rwandan Higher Education: Paradigms for Deep Learning
âEpimaque Niyibizi, Gabriel Nizeyimana, Juliet Perumal and Ernestine Umutesi
10 A Meadian Approach towards 21st Century Tertiary Education Transformation in South Africa
âPhefumula Nyoni
11 Shifting Trends in Higher Education in Sub-Saharan Africa and Implications for Quality
âEphraim Mhlanga
12 Capital and Capability: Assessing Recruitment Practices in Zimbabwean Teachersâ Colleges
âTendayi Marovah and Amasa P. Ndofirepi
13 Gender Imbalances in the Access to University Education: A Case of Zimbabwe
âZvisinei Moyo
14 Past, Present and the Future of Teaching and Learning in African Higher Education
âAmasa P. Ndofirepi and Ephraim T. Gwaravanda
Index
List of Acronyms
Notes on Contributors
1 Grounding Teaching and Learning in African Higher Education
âEphraim T. Gwaravanda and Amasa P. Ndofirepi
2 Ruptured African Teaching and Learning: Towards a Pedagogy of Witnessing through Ubuntu
âYusef Waghid, Faiq Waghid and Zayd Waghid
3 The (In)compatible Nexus between Ubuntu and Critical Thinking in African Philosophy of Education: Towards Ubuntu Critical Thinking in African Higher Education
âJoseph Pardon Hungwe
4 Brain Gain from Emigrant Academics at Higher Institutions of Learning Constitutes Moral Restitution
âPatrick Jaki
5 Decolonising the Academic Workspace in a South African University: Reflections of Black Academics
âEckson Khambule
6 Beyond Rhetoric, towards the Africanisation of the Teaching of Philosophy in Zimbabwean Universities
âEphraim T. Gwaravanda and Amasa P. Ndofirepi
7 Challenges of the Universal Design of Learning in South African Higher Education
âSibonokuhle Ndlovu
8 Developing Teachersâ Procedural Knowledge: A Case of the University of Rwandaâs Distance Teacher Education Programme
âEmmanuel Sibomana
9 Traditional and Contemporary Approaches for Teaching through English in Rwandan Higher Education: Paradigms for Deep Learning
âEpimaque Niyibizi, Gabriel Nizeyimana, Juliet Perumal and Ernestine Umutesi
10 A Meadian Approach towards 21st Century Tertiary Education Transformation in South Africa
âPhefumula Nyoni
11 Shifting Trends in Higher Education in Sub-Saharan Africa and Implications for Quality
âEphraim Mhlanga
12 Capital and Capability: Assessing Recruitment Practices in Zimbabwean Teachersâ Colleges
âTendayi Marovah and Amasa P. Ndofirepi
13 Gender Imbalances in the Access to University Education: A Case of Zimbabwe
âZvisinei Moyo
14 Past, Present and the Future of Teaching and Learning in African Higher Education
âAmasa P. Ndofirepi and Ephraim T. Gwaravanda
Index
Policy makers, Researchers, academic staff, students and other stakeholders with interest in higher education reform in Africa and the developing world, donors and funding agencies, the public in general.