Transforming Knowledge, Changing Knowledge Relations, and Epistemic Openness in the University in Africa

Decolonisation and cognitive justice imperatives in health sciencesrelated research supervision

“…The readings of Mbembe, [5] Ndofirepi and Cross, [6] Visvanathan [7] and Augusto [8] paint a picture of the prevailing situation in many countries, where a large part of the population still feels ensnared by the notion that whiteness is everywhere and that everything (worthwhile) originates/originated from it. This perception of marginalisation flows from the de-valuing of non-Western populations' cultural richness and their unique knowledges that are often denied formal recognition [7] on academic platforms.…”

“…• Is the ideal to provide not only content, but also social and cultural context, possible (and considered worthwhile) in the knowledge economy milieu where global First-World institutions such as the World Bank and European Union play strong dictating roles regarding important and negligible knowledge [7,12] and national institutions such as the Department of Higher Education and Training [13] control knowledge-disseminating subsidies? • Are universities' support of the Fourth Industrial Revolution and the ideology of knowledge democracy indeed able to merge and run in unison to achieve the calls of Augusto, [8] Visvanathan, [7] Ndofirepi and Cross, [6] Mbembe [5] and others for a new epistemology where old knowledge and epistemologies stand and function alongside new and diverse ones?…”

Being Accountable and Resultant Stakeholder Confidence in the Era of the Decolonisation of the University

“…The deliberate original project and program of coloniality were to lock out its subjects through diverse subtle forms of epistemic violence at different levels over time (Packerham, 1992;Augusto, 2007). Unfortunately, these practices still persist in different forms.…”