Inherited legal systems and effective rule of law: Africa and the colonial legacy

Joireman, Sandra F.

doi:10.1017/s0022278x01003755

Cited by 103 publications

(97 citation statements)

References 29 publications

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“…This is because most public administrators received their education from abroad (and many from the United Kingdom) and continued to strengthen Western ideologies, which were already deeply implanted in the public administrative structure (Nkomo, 1986). Indeed, the impact left by colonialism is widely available in postcolonial literature (Lange, 2004;Joireman, 2001;Gandhi, 1998) In this case, the dominated mind had 'inherited' the meanings attached to professionals without resistance. Instead of 'earning' a professional status (Turner, 1985;Klegon, 1978), it is 'borrowed' or 'copied' in a post-colonial setting like Malawi.…”

Section: Tracing the Origin Of The New Perception: Postcoloniality Anmentioning

confidence: 99%

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi

Lim

Anderson

McGrath

2012

International Journal of Educational Development

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Section: Tracing the Origin Of The New Perception: Postcoloniality Anmentioning

confidence: 99%

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi

Lim

Anderson

McGrath

2012

International Journal of Educational Development

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“…One meaningful unifying factor, however, if we ignore the history of Ethiopia, might be the experience of Victorian colonialism and of post-Victorian post-colonialism. One legacy of these is undoubtedly the imposition of arbitrary national identities across the continent, cutting across far more complex and fluid cultural, ethnic and linguistic identities that 19 th and 20 th century Europeans would struggle to comprehend (Simpson 2008); another legacy is national quasi-European education systems and bureaucracies (Joireman, 2001;White 1996;. Given that the colonists were, at various times, Portuguese, British, French, German, Italian, Belgian and Arab, these generalisations quickly break down.…”

Section: Modernity Modernisation and Developmentmentioning

confidence: 99%

Learning with mobiles: The Global South

Traxler

2018

Research in Comparative and International Education

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IntroductionOver the last twenty years, the author has worked as a researcher, developer and consultant in Africa and elsewhere in the developing contexts of the global South (all problematic terms to which we return later). In this time, he has written extensively but haphazardly as the opportunities, the perspectives, the stimuli and the thoughts have occurred. The current paper is an attempt to integrate and organise this body of work and provide a more secure and coherent platform for subsequent thinking, in particular, a secure and coherent platform for subsequent thinking in an open, inclusive and rigorous way about the potential for mobile technologies to improve the lives of people and communities outside currently privileged domains, outside the established hegemony of the mainstream. In working on this paper, it quickly became clear that the issues that seemed relevant to the global South were, perhaps unsurprisingly, recognisable in the global North and likewise, with different terminology and emphasis, the concerns of the global North resonated in the global South. We return to this later.In this time, various clusters of ideas have appeared and reappeared, including the impact, nature, practice and limitations of research, especially in relation to official policy and programmes; language, literacy, culture, epistemology and pedagogy; mobile and social digital technologies; inclusion, opportunity, empowerment and education; development, modernity, anecdote and crisis. These in effect form the headings of the current paper but an underlying challenge is their permeability, connectivity and interaction.The principal focus will be sub Saharan Africa (SSA) as this creates a clearer focus for the discussion (and incidentally creates a more direct point of contact with some fellow contributors). It also omits some confounding variables and the mess of contingent transient reality.We explore communities and conditions in the global South, mainly in sub Saharan Africa and those of marginal, nomadic or indigenous peoples elsewhere and we see education systems and educational technology being used, currently and historically, to co-opt and exploit them by a process of acculturation and identity transformation in the interests of the mainstream, the established and the powerful, and see this as the ongoing expression of historical forces of industrialisation, capitalism, modernity and the European Enlightenment.In a different work, we have argued that such forces also operate on non-traditional students in domestic English higher education and this has been part of a recent European political agenda (Traxler 2016a).

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“…Codified legal systems were often introduced by settlers in their new territories where some form of legal system already existed (Joireman 2001). In South Africa, Dutch-Roman law supplanted the original tribal 'law of the land'.…”

Section: Impact Of Colonisationmentioning

confidence: 99%

Infusing African management philosophy into project management

2018

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Orientation: The project management field of study is investigated in the context of the current debate on decolonisation of the university curriculum.Research purpose: Current project management theories and curriculum are based on Western management philosophy (WMP). This creates tension on the African continent where the debate is currently about the revival of African management philosophy (AMP) and how it should form part of management theories and the discourse in general.Motivation for the study: The problem currently is that AMP is not incorporated or even discussed within project management literature. The aim of this article is to create discussion around AMP and how it can be infused into project management theories and ultimately the curriculum. The AMP and WMP are discussed through the lens of project management, specifically the Project Management Body of Knowledge.Research design, approach and method: Philosophical discussion was employed to facilitate the discussion of infusing AMP into project management. Various historical concepts and practices were explored to provide perspective concerning management philosophies and theories.Main findings: Infusing AMP into the curriculum must be a conscientious effort from the academic staff who teach project management. Moreover, true infusion of AMP is best facilitated through the interaction between academics, students and stakeholders. There are, however, certain processes that are principle agnostic and are independent of either AMP or WMP.Practical/managerial implications: We should philosophise more on infusing AMP into project management, creating new theories, and that the curriculum should be adjusted to incorporate AMP.Contribution/value-add: This paper stimulates discussion around AMP and project management.

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Inherited legal systems and effective rule of law: Africa and the colonial legacy

Cited by 103 publications

References 29 publications

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi

Learning with mobiles: The Global South

Infusing African management philosophy into project management

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