The Multiple Waves of the African Academic Diaspora’s Engagement with African Universities

Abstract

This article analyses the various historical phases in the evolution of theAfrican academic diaspora’s engagement to support the development ofhigher education in Africa. It examines the drivers and motivation for suchengagement and its implications for higher education development onthe continent. The data were derived from a critical review of secondarysources, supplemented by primary observations by one of the authors whois engaged in a programme that supports diaspora academics to travel toAfrican universities for engagement, as part of the third wave. The analysisof the secondary material shows that while the first wave of engagement wasdriven by a strong sense of Pan-Africanism at the global level and laid thefoundation for the establishment of universities across the continent, thesecond wave became trapped in Cold War rivalries that limited engagementand drove more academics from African universities into exile, mainly inEurope and North America, thus swelling the ranks of diaspora academics.The third wave has been caught up in a similar situation. While the forcesof globalisation and internationalisation that are driving this wave ofdiaspora engagement have the potential to support African universities toachieve international standards, they can equally undermine and mute thedesire for higher education decolonisation. The article recommends thatAfrican countries and higher education institutions should play a centralrole in designing the broad policy context that drives engagement and thatthe activities undertaken by African diaspora academics should align withnational higher education priorities.

Westernization as Lingua Franca: Historical and Discursive Patterns of Hegemony in Global Higher Education

“…-Stan Schoeman (1984, p. 47) From the mid-20th century, newly independent colonies began the process of rebuilding their continent after decades of colonial oppression and destruction. Independence brought with it a wave of Pan-Africanism and the pursuit of decolonizing knowledge, particularly the decolonization of African representations (Oanda & Obonyo, 2021). What materialized was the 'developmentalist university' (Mamdani, 2008;Sifuna, 2014) whose core objective was the development of Africa through extraction of colonial frameworks by means of curricular and administrative reorganization.…”