Sent: Tuesday, September 1, 2020, 12:36 PM
To: Christopher Knaus
Subject: Opportunity to submit chapter on decolonial higher education
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Now Seeking Chapter Proposals!
Beyond Survival: Mapping African Higher Education for Tomorrow
A Collaboratively Edited Book to Decolonize African Higher Education
Chapter Proposals Due November 1, 2020: 500-750 words
Please email proposal to activeeducation@gmail.com
Overview
Africa is home to rich and diverse epistemologies, knowledges, and cultures that have influenced the development of the world's first universities. Reflecting western privilege, however, indigenous thought remains excluded from the ethos, curricula, pedagogies, and structures of higher education on the continent. Students attending university are steeped in Eurocentric modes of knowing, thinking, and theorising and are rarely afforded opportunities to learn the wealth of wisdom generated by local and regional indigenous communities. Yet these localized perspectives are critical in a world that is racked by increasing social division, environmental destruction, and materialism. While the decolonization of higher education has been debated at length since the 1960s, little has actually happened to make indigenous-centric higher education systems a reality. Absent sustained investment in decoloniality, the practicality of decolonial educations remains an ideal.
This book compiles forward-thinking chapters from critical practitioner-educators who approach transformation from systems-wide decolonial lenses. Chapters explore tangible ways to make African higher education relevant to the flourishing of residents on the continent through decolonizing higher education structures, curricula, pedagogy, research, and community relationships. We specifically seek authors who reconceptualize the purpose of higher education as fundamentally about sustaining life, transforming learning into processes that foster multilingual communities, locally sustaining knowledges, and solutions to global problems as the purpose of each approach.
Our focus is on applying African indigeneity to higher education decoloniality to move beyond inclusion and argue for systemic transformation of the structures and the entire purpose and function of African higher education. This book is thus intended to have appeal in four distinct literature and academic arenas. The first is in higher education literature, particularly around its purpose and university redesign. The second is around scholars of decoloniality. The third is around African higher education and comparative education scholars. The fourth would be potential investors in African higher education that are seeking to support Africa-centric higher education and education for sustainable development.
This call for proposals promotes global investment in African-centric higher education, wherein resources are integrated into localized movements that foster African survival as purpose-driven higher education systems. This aim calls for dramatic expansion of centers of Indigenous and African Higher Education to extend the work of decolonial African scholars.
Potential Chapter Topics (email us if you have other ideas!)
● Race, gender, sexuality, class based analyses of decolonial higher education
● Higher education transformation
● Decolonising higher education
● Investment in African-centric higher education
● Localising Indigenous knowledge systems
● Decolonising higher education structures
● Decolonising higher education curricula
● Decolonising higher education pedagogies
● Decolonising higher education research
● Universities for sustainable development
Working Timeline
● November 1, 2020 Short Deadline (500-750 words)
● December 2020 Feedback and Discussions with Authors
● March 2021 Final Submissions (8000 words)
● April 2021 Feedback and Revisions
● May 2021 Conclusion Draft
● June – July 2021 Final Editing
● September 2021 Manuscript Submission
Review Process
Upon submission, the editorial team will review each proposal in terms of contribution, fit within the decolonial higher education purpose, clarity of ideas, coherence, and promise. We encourage collaborative submissions and strongly encourage multilinguality in writing. Writings in indigenous languages can be accompanied by English translations or clarifications. Creativity and non-Western approaches to writings are encouraged. The editorial team will work closely to support contributing authors.
Collaborative Editorial Team
● Dr. Christopher B. Knaus is a Professor of Education at the University of Washington Tacoma and a Professor Extraordinarius at the University of South Africa, with a research focus on applied critical race theory, racism, and colonial education systems. activeeducation@gmail.com
● Dr. Johannes Seroto is a full professor in History of Education at the University of South Africa, and his areas of research include missionary education in South Africa, indigenous knowledge systems, history of South African education, and comparative education. serotj@unisa.ac.za
● Dr. Takako Mino is a Lecturer in the Humanities and Social Sciences at Ashesi University in Ghana, and her research interests include humanizing education, indigenous African education, and higher education. takakomino@gmail.com
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