(Re)creating spaces for<i>uMunthu</i>: postcolonial theory and environmental education in southern Africa

Kayira, Jean

doi:10.1080/13504622.2013.860428

Cited by 46 publications

(37 citation statements)

References 39 publications

(60 reference statements)

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“…This means: "when you are on your own you are as good as an animal of the wild; when there are two of you, you create a community". The concept appears in Sub-Saharan Africa in many versions, and has been treated in research on environmental issues (Mfutso-Bengo & Masiye, 2011; Kayira, 2015), conflict resolution (Akinola & Uzodike, 2018), local knowledge (Tutu, 2010;Schreiber & Tomm-Bonde, 2015) and development theory (Hoffmann & Metz, 2017;Matthews, 2017) or philosophy (Murove, 2012). The philosopher Munyaradzi Felix Murove states that "a human being as a relational being does challenge the contemporary individualistic and self-interested understanding" and "humanness is our existential precondition of our bondedness with others" (Murove, 2012, p. 37).…”

Section: Umunthu At the Core Of Malawian Arts-educational Contextmentioning

confidence: 99%

The Traditional Concept Umunthu as entangled in a Malawian Dance Teacher’s Educational Practice

Hovde¹

2019

JASED

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Dance pedagogies globally are theoretically and often practically based on Western pedagogies. It appears that dance pedagogies deriving from African perspectives have had little visibility in African institutions and in institutions elsewhere. This article outlines some of the pedagogical dance practices and philosophies in Malawi, Southern Africa, expressed by John Duma, a merited dance teacher at Music Crossroads Malawi. His emphasis is on love, respect and self-confidence as a practical part of dancing, and achieving a balance between tribal-modern-urban-traditional-western perspectives in the community. The pedagogical perspectives are discussed as part of the Malawian concept uMunthu in an analysis of the entanglements of these different interests. The material is gathered through extensive ethnographic fieldwork over 4 years, including one formal interview. The material is analysed through diffractive analysis and post-qualitative theories.

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Section: Umunthu At the Core Of Malawian Arts-educational Contextmentioning

confidence: 99%

The Traditional Concept Umunthu as entangled in a Malawian Dance Teacher’s Educational Practice

Hovde¹

2019

JASED

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“…The theory subsequently came to be applied in education to understand and critique the broader impact of colonialism on both colonial and postcolonial education (cf. Crossley & Tikly, 2004;Kayira, 2015). Crossley and Tikly (2004, p. 153) maintain that for developing regions such as Africa, "postcolonial theorising can help to challenge dominant discourses and make a positive contribution to the improvement of educational policy and practice in a way that may also foster critical thought and essential social transformation."…”

Section: Edupij • Volume 7 • Issue 2 • 2018mentioning

confidence: 99%

“…The overriding question is how could these recent initiatives help revitalize Africa's higher education sector work successfully to build upon previous or already existing interventions? One possible response to the question is that Africa needs to learn from past experience in order to guide its future decisions and actions (Assié-Lumumba, 2006;Kayira, 2015). Against this backdrop, it is imperative to revisit the past so as to comprehend what has made Africa's higher education as it is today.…”

Section: Introductionmentioning

confidence: 99%

“…But for these interventions to register notable success and make a remarkable difference in Africa's higher education sector, revisiting the past experience is imperative in order to understand what has stunted and undermined Africa's higher education research endeavors. History is the best teacher as it reminds people of who they are, where they came from, where they are at presently, and where they must go and ought to be (Assié-Lumumba, 2006;Atuahene, 2011;Kayira, 2015). In other words, it is vital to re-examine the past to orient and learn from it and use the lessons learned from the past to guide choices and actions for the present and posterity.…”

Section: Introductionmentioning

confidence: 99%

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Reflections on the Historical Antecedents to Revitalize Higher Education Research in Africa

Fussy¹

2018

edupij

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A vibrant higher education sector is a cornerstone to the production and application of cutting-edge knowledge and human resources relevant to spearheading socioeconomic development. While this is true, Africa has a discouraging performance in research, as compared with other world regions. In raising its research performance, Africa is now receiving considerable attention to revitalize its higher education sector from both global and local forces. In a bid to enhance success of different local and global interventions that Africa is currently receiving, it is imperative to revisit the past to comprehend what has made Africa's higher education research be where it is today. Informed by the postcolonial theory, this paper seeks to establish the historical antecedents that have undermined the development of research in Africa. Several antecedents are established including the role of colonial higher education policies, incompatible supranational donor policies, unstable political landscape, interrupted academic freedom and autonomy, and unfamiliar language of academic, research and scholarly communication. The paper argues that any initiative that aimed at revitalizing research in Africa should place the present higher education research doldrums in its wider sociohistorical context where Africa's higher education sector had been hindered for decades by challenges, as discussed in this paper.

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“…Through claims of prioritising the agenda of the marginalised and disenfranchised 'other' (Muecke 1992), postcolonialism tends to have scant regard for the present consequences brought about by colonisation. Through continuing disparity in power relations between 'coloniser' and 'colonised', prespecified courses of action are imposed in the name of progress (Kayira 2015;McClintock 1992). The nett effect is that colonialism is perpetuated.…”

Section: The Possibilities For Cms In the South African Contextmentioning

confidence: 99%

Critical Management Studies in the South African context

Goldman¹

2016

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(Re)creating spaces foruMunthu: postcolonial theory and environmental education in southern Africa

Cited by 46 publications

References 39 publications

The Traditional Concept Umunthu as entangled in a Malawian Dance Teacher’s Educational Practice

The Traditional Concept Umunthu as entangled in a Malawian Dance Teacher’s Educational Practice

Reflections on the Historical Antecedents to Revitalize Higher Education Research in Africa

Critical Management Studies in the South African context

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