This is correct. This is why great scholars never tire of stating the influence of their students on their ideas ( rather than the other way round) When I got to graduate schòol in the US and attended the first lecture of one of my most influential mentors and he said the old paradigm of the professor as the repository of all kowledge in the field is no longer current I could not believe what I heard ( since he was a legend in his own right and students queue to enrol on his course).
I have to his credit found this to be absolutely true and practised this holy grail on my own students fruitfully to the effect that the professor is only the facilitator of learning.with requisite pedagogical methodology to reflect this verify.
As to publishing this new reality has been appositely theorized in literary and critical theory as the death of the author. Th book author in the humanities is comparatively no more than research leader in places like NASA. -primus inter pares on any project
Sent from my Samsung Galaxy smartphone.
-------- Original message --------
From: "Emeagwali, Gloria (History)" <emeagwali@ccsu.edu>
Date: 29/03/2018 01:18 (GMT+00:00)
To: usa <usaafricadialogue@googlegroups.com>
Subject: Re: USA Africa Dialogue Series - Re: AFRICAN JOURNAL OF TEACHER EDUCATION
Agreed. The real misdemeanor is the omission of persons who contributed to the
research and not their inclusion.
Professor Gloria Emeagwali
From: usaafricadialogue@googlegroups.com <usaafricadialogue@googlegroups.com> on behalf of Femi Kolapo <kolapof@uoguelph.ca>
Sent: Tuesday, March 27, 2018 1:57 PM
To: usaafricadialogue@googlegroups.com
Subject: Re: USA Africa Dialogue Series - Re: AFRICAN JOURNAL OF TEACHER EDUCATION
Sent: Tuesday, March 27, 2018 1:57 PM
To: usaafricadialogue@googlegroups.com
Subject: Re: USA Africa Dialogue Series - Re: AFRICAN JOURNAL OF TEACHER EDUCATION
. . . I also see two different issues raised in Kwabena and Moses' posts that should not be mixed up: collaborative creation of knowledge versus fraudulent inclusion of friends or supervisors as authors when they did not participate in a research.
I don't see any argument against the first flying anywhere. IT is the age of mass data, of crowdsourcing (of everything), and of the increasing call for analyses of the human condition that transcends disciplinary lines. All this, as well as the increasing opportunities that digital humanities afford the researcher would make any unnecessary emotional attachment to single authorship in African studies (and especially in our traditionally more conservative History) no more than a cultivation of inefficiencies. As for academic fraud, we all can encourage our relevant institutions to establish procedures to tackle them and, as is being done on platforms like this, through a concert of disapproving voices, we can all uphold an ethical climate to dissuade such misbehaviours.
But there is a third issue that I see here. The requirements of research in the social sciences should not be confused with that for history. A lone historian can decide to slog along all alone in the archive or in the library. God bless him or her. But it is not usefully so for many in the social sciences. Apart from dealing with the usual problem of funding, research with a wide geographic scope or that requires information from multiple sites and locations and that does not have an eternal timeline is best conducted collaboratively.
For as long as every person named as author genuinely participated in any aspect of the research, even if they are ten, they all have a right to be so named. And I agree with my friend, Kwabena; it may be that this is promoting a different research model, a collaborative, rather than a competitive one.
______________________________________________________
Femi J. Kolapo,
(Associate Professor of African History)
History Department * University of Guelph * Guelph * Ontario * Canada* N1G 2W1
Phone:519/824.4120 ex.53212 Fax: 519.766.9516
________________________
Managing Editor,
SPREAD Journals of African Education
African Journal of Teacher Education
Review of Higher Education in Africa
Recreation and Society in Africa, Asia and Latin America
From: usaafricadialogue@googlegroups.com <usaafricadialogue@googlegroups.com> on behalf of Oluwatoyin Vincent Adepoju <toyin.adepoju@gmail.com>
Sent: Monday, March 26, 2018 9:02:24 PM
To: usaafricadialogue
Subject: Re: USA Africa Dialogue Series - Re: AFRICAN JOURNAL OF TEACHER EDUCATION
Sent: Monday, March 26, 2018 9:02:24 PM
To: usaafricadialogue
Subject: Re: USA Africa Dialogue Series - Re: AFRICAN JOURNAL OF TEACHER EDUCATION
I'm confused.
Is Kwabena in support of or not in support of the trend in collaborative publishing he describes himself as observing in continental African humanities and social sciences scholarship?
thanks
toyin
On 26 March 2018 at 17:53, Windows Live 2018 <yagbetuyi@hotmail.com> wrote:
Thank you Kwabena for raising this vital issue which I hinted at tangentially on another matter: comparative popular music where collaborators as well as derivative authors are equally mutually smiling to the banks while a section of humanities scholars continually gripe about originality and copyright as if any single author invented the language in which his scholarship was anchored in which case it would be an idiolect understandable only by him and no point would have been made. . May your head remain long on your neck!
I said the humanities precisely because I have been an avid reader of international scientific journals for decades and know that reported major breakthroughs are co-researched and co- authored by a team of scientists as the NORM (since no single scientist has the wherewhital to bankroll the whole process like the CERN atomic smashing process to recreate what happened at singularity how could any single scientist claim credit?
Just because you originate the initial rough idea does not mean the whole develpoments and twists and turns of research is due to your superhuman mind alone. Thus credit along the line must be equally given where credit is due even in the humanities
. This is crux of the message of Roland Barthes the ace comparatist in S/Z
Sent from my Samsung Galaxy smartphone.
-------- Original message --------From: Kwabena Akurang-Parry <kaparry@hotmail.com>Date: 25/03/2018 17:23 (GMT+00:00)Subject: USA Africa Dialogue Series - Re: AFRICAN JOURNAL OF TEACHER EDUCATION
I know I am putting my neck out there for decapitation, but from my point of view we are only retailing ideas here and hopefully no one would brandish a machete! One feature of African scholars based in Africa is that collaborative scholarshipamong them is curiously intense. You find one Social Science, Liberal Arts, Humanities article/essay of about 15 to 20 pages authored by about five-plus scholars. I don't think this promotes healthy competitive environments for rigorous research.
Kwabena Akurang-Parry
From: usaafricadialogue@googlegroups.com <usaafricadialogue@googlegroups.com > on behalf of Femi Kolapo <kolapof@uoguelph.ca>
Sent: March 25, 2018 2:43 PM
To: usaafricadialogue@googlegroups.com
Subject: USA Africa Dialogue Series - AFRICAN JOURNAL OF TEACHER EDUCATION----
AFRICAN JOURNAL OF TEACHER EDUCATION
AJOTE Vol 7, No 1 (2018) Pedagogies and Policies in African Education
- Relationship between University of Malawi Selection Policy and Entrance of Education Graduates into the Teaching Profession - Wanangwa Wanyasulu Nyirenda Chikazinga, Richard Walibwe Nyirongo, Bob Wajizigha Chulu
- Science Curiosity as a Correlate of Academic Performance in Mathematics Education: Insights from Nigerian Higher Education - Benjamin Ogbole Abakpa, Joshua Abah Abah, Abel Okoh Agbo-Egwu
- Teaching Art Music in Nigerian Schools: The Academic, Technical and Social Implications - Femi Sinaola Abiodun
- The Relationships between Teacher Quality and Sixth Grade Students' Mathematics Competencies in Kenya and Zimbabwe - Rachel Angela Ayieko, Gibbs Kanyongo, Bryan Nelson
Vol 6 (2017) African Schools and Effective Instructional Pedagogies
- Assessing Entrepreneurship Education Pedagogies in Three Federal Colleges of Education in Nigeria's South-South Geo-Political Zone - Ukoha Akuma Ukoha
- The Utilization of Social Media in the Classroom by Business Teacher Educators in Nigeria - James L. Morrison, Ganiiyu T. Oladunjoye, John Oyedele, Joshua Maman
- Challenges in Ethiopian Teacher Education Pedagogy: Resistance Factors to Innovative Teaching-Learning Practices - Abiy Agegnehu Zewdu
- The Use Of Cronbach Alpha Reliability Estimate In Research Among Students In Public Universities In Ghana. - Frank Quansah
- Vocational Training Team (VTT) Rotary Grant on Teaching Strategies and Conversational English at Secondary Schools in Tanzania, Africa - Thomas Walsh Jr., Hayley Nelson, Brian Borer, Gretchen Hanson
- Language Supportive Teaching and Textbooks (LSTT) for Bilingual Classrooms Mathematics Teaching and Learning in Tanzania - Francis William, Jesse Ndabakurane
______________________________
________________________ Femi J. Kolapo,
(Associate Professor of African History)
History Department * University of Guelph * Guelph * Ontario * Canada* N1G 2W1
Phone:519/824.4120 ex.53212 Fax: 519.766.9516________________________
Managing Editor,
SPREAD Journals of African Education
African Journal of Teacher Education
Review of Higher Education in Africa
Recreation and Society in Africa, Asia and Latin America
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