The Prospects of Ending Epistemicide in Africa: Some Thoughts

Masaka, Dennis

doi:10.1177/0021934717753731

Cited by 18 publications

(9 citation statements)

References 29 publications

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“…Applying ICT would mean drastically altering the curriculum to bring in alternative knowledges which have been relegated to the fringes, or in the process of epistemicide either as way of maintaining neocolonialism or hindering economic advancement. Masaka (2018) argued that: "It appears to be beyond questioning that the epistemicide that has been instituted by some people from some quarter has stunted the growth and flourishing of the epistemological paradigm of the indigenous people of Africa. This is exemplified by its near total exclusion from the school and university curricula.…”

Section: The Itinerant Curriculum As a Key To Responsiveness In The 4...mentioning

confidence: 99%

The Itinerant Curriculum as a Key to Responsiveness in the Era of the Fourth Industrial Revolution in Nigerian Higher Education

Fomunyam

2022

IJLTER

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The current age of the Fourth Industrial Revolution (4IR) brings together digital, physical, and biological awareness in ways never before seen. The transition has contributed to new technology and developments, such as robotics, the Internet of Things, augmented reality, and artificial intelligence. As a nation, Nigeria is still behind with preparations for its future through appropriate, unique educational practices in this era for its citizens. This is because the quality of Nigeria’s higher education curriculum has not improved much. To boost the responsiveness of Nigeria’s curriculum in this technological era, this theoretical paper explores the itinerant curriculum as an alternative direction to other highlighted alternatives in the literature. The paper explains how the itinerant curriculum can be used to achieve economic, cultural, disciplinary, and learning responsiveness in the era of the 4IR. The paper concludes that the itinerant curriculum is an important tool that can help Nigerian higher education achieve curriculum responsiveness.

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Section: The Itinerant Curriculum As a Key To Responsiveness In The 4...mentioning

confidence: 99%

The Itinerant Curriculum as a Key to Responsiveness in the Era of the Fourth Industrial Revolution in Nigerian Higher Education

Fomunyam

2022

IJLTER

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“…It is vital to mention “religion” introduced by members of the Dutch, and other Global North nations as strategies which effected Khoi San linguicide, and epistemicide, in conjunction with loss of access to land. Epistemicide is the imposition of a group’s ontology on another to achieve “near total destruction of the [target’s] epistemology” (Masaka, 2018, p. 287). For example, Global North missionaries aimed to replace Khoi San hunter, gatherer, and pastoral ontologies with a European version of “Christianity.” Thus, Hattersley (1952) centralizes Protestant missionaries as “primary media” for disseminating Global North epistemologies among conquered communities (p. 87).…”

Section: South African Epistemes and The Colonial Responsementioning

confidence: 99%

Coloniality as Appropriation of Indigenous Ontologies: Insights From South Africa and Ethiopia

Eybers

2022

Journal of Black Studies

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The purpose of this investigation is to frame Global North colonialism in southern and eastern Africa as ontological appropriation. In the article’s conceptual framework, ontological appropriation is colonial claims to aspects of African realities without acknowledgment of their original sources and creators. In the case of southern Africa, Global North appropriation of Khoi and San agriculturalist ontologies is illustrated. Additionally, attempts by the Global North to claim origination of Ethiopia’s ancient ontologies are cited as evidence of colonial appropriation. In accordance, the methods of the investigation involved a review of scholarship related to indigenous ontologies in South and East Africa. Moreover, scholarly voices speaking to epistemic encounters between the Global North with Africans are observed. Thus, a thesis of ontological appropriation is generated. Results of the investigation indicate sustained Global North warfare, and epistemic assaults led to the fall of Khoi, San, hunter-gather, and pastoral ontologies in the South. In contrast, in the East Ethiopia’s ancient theocracy, and monarchies prevented Global North acquisition of land, and ontic dominance. The article concludes colonialism was a deliberate attempt to modify, and control African ontologies. As a result, in southern Africa Khoi San ontologies transformed from hunter-gatherers, and pastoralists to colonial servitude. In Ethiopia, however, monarchical, and theocratic ontologies are vibrant to the present age. Hence, this article’s contribution to new knowledge is its accentuation of divergent hunter-gatherer, pastoralist, and monarchical responses to colonialism in ways that enabled, and resisted colonial appropriation of indigenous ontologies.

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“…This can be asserted because claiming to be "post-race" instantiates white racelessness, color-blind ideology, and state, institutional, as well as epistemic memory craft that determines what is remembered and what is the subject of amnesia. State, institutional, and epistemic memory craft enable the refusal of past and present racial domination, genocide, dispossession, and colonial "epistemicide" (de Sousa Santos, 2014; Massaka, 2018).…”

Section: Remedies: Why Strategies Based On Not Acknowledging Institutmentioning

confidence: 99%

The Student of Color Attainment Gap in Higher Education and the Institutional Culture of Equality, Diversity, and Inclusion

Tate

2020

Handbook on Promoting Social Justice in Education

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The Prospects of Ending Epistemicide in Africa: Some Thoughts

Cited by 18 publications

References 29 publications

The Itinerant Curriculum as a Key to Responsiveness in the Era of the Fourth Industrial Revolution in Nigerian Higher Education

The Itinerant Curriculum as a Key to Responsiveness in the Era of the Fourth Industrial Revolution in Nigerian Higher Education

Coloniality as Appropriation of Indigenous Ontologies: Insights From South Africa and Ethiopia

The Student of Color Attainment Gap in Higher Education and the Institutional Culture of Equality, Diversity, and Inclusion

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