Turning the Tide in Curriculum Development in Teaching European Studies in Africa

Oloruntoba, Samuel Ojo; Nshimbi, Christopher Changwe; Ajisafe, Dickson

doi:10.1108/978-1-80043-274-120211012

Cited by 1 publication

(3 citation statements)

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“…Besides representing Africa and Africans in this way, Western educational institutions and curricula also systematically dismiss African scholarship in Africa and the African diaspora (Emenyonu 2020;Cooper, 2019;Oloruntoba et al, 2021;Agozino, 2021;Clarke and Yellow;. Despite the rich customs, traditions, identity, socio-cultural environment and world view, African society and epistemologies are considered inappropriate from the Western perspective (Cooper, 2019).…”

Section: Methodological Notementioning

confidence: 99%

“…These arguments support increasing calls especially within Africa to decolonize Eurocentric curricula and research practices and processes in universities (Nyamnjoh, 2016;Ndlovu-Gatsheni and Zondi, 2016;Oloruntoba et al, 2021). The curricular and pedagogical methods reinforce and overemphasise Westernized knowledge and knowledge production (Nyamnjoh, 2016;Shahjahan et al, 2021).…”

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confidence: 96%

“…Some scholars have questioned knowledge making in Europe-based African Studies centres/institutions and the content of the knowledge contained in the programmes offered in those institutions.Oloruntoba et al (2021:188), for example, show that the content of African Studies offered in European universities depicts a longstanding stereotype of Africa as a conflict-ridden continent and is devoid of an Africa focus. According toOloruntoba et al (2021), European perspectives on Africa constitute the core of African Studies courses in Europe. This reflects a deliberate marginalization of African scholarship and Africa as a producer of knowledge.…”

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confidence: 99%

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Rethinking African-European Scientific Cooperation: The Case of the Platform for African-European Studies

Nshimbi,

Develtere,

Debela

2023

JCER

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African universities rely on teaching traditions and scientific theories based on Western epistemologies and ontologies. Interactions between European and African scholars too tend to focus on the deficits in African experiences, knowledge, research and teaching methodologies and the poor economic environments in which they operate that are characterized by inadequate infrastructure and budgets. This essay discusses an emerging opportunity in science diplomacy within African-European Union (EU) interactions in higher education and argues that a fundamental revision of the imbalances in African-European scholarly relationships is possible. The essay uses the case of the emerging Platform for African–European Studies, which involves 22 universities (including 14 in Africa and eight in Europe) and underscores the importance of science diplomacy, knowledge co-creation and co-production to correct hegemonic knowledge about Africa. It explores the origins of the programme, its attempt to follow a critical global and decolonized approach in addressing the revision of curricula both in Europe and in Africa and the co-design of research. It concludes by highlighting some of the obstacles to disrupting the status-quo.

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