This collection addresses the challenges, possibilities and responsibilities for de/anti-colonial African educational futurities. The manuscript aims to add to existing knowledge and open up new areas of academic inquiry.
This is a powerful collection addressing challenges, possibilities and responsibilities for de/anti-colonial African educational futurities. The book is framed within an anti-colonial interrogation of collective educational leadership, responsibility and accountability to address the invisibilization and marginalization of African Indigenous knowledges systems and to examine the critical role these knowledges can play in the decolonization of African education.
George Jerry Sefa Dei/Wambui Karanja/Ephraim Avea Nsoh/Daniel Yelkpieri:
Introduction Bathseba Opini/Ali A. Abdi: The Potentialities of African
Indigeneity in East Africas Harmonized Curriculum Structure and Framework
Maureen K. Kanchebele-Sinyangwe/Ann E. Lopez: Creating Space for African
Indigenous Knowledges and Indigeneity in Teaching through Counting Songs in
Early Childhood Education Kofi Poku Quan-Baffour: Integrating Indigenous
Knowledge into Sub- Saharan African Schools: Curriculum Transformation for
Socio- Economic Freedom and Maintenance of African Identities Njoki Nathani
Wane/Sein A. Kipusi/Rachael Kalaba: Mwalimu Julius Nyerere: The Philosophy of
Self- Reliance from an Afrocentric Perspective Daniel Yelkpieri:
Contextualization of the School Curriculum: Reflections of the Ghanaian
Situation Wanja Gitari: Making Endogenous Science in and for Everyday Life:
A Conceptual Connection for Endogenous Science in Low- Income Everyday LifeA
Kenyan Exploration of Makerspace Ephraim Avea Nsoh/Helen Atipoka Adongo:
Linguistic Social Injustice in the Upper East Region of Ghana Elmarie
Costandius/Shelley Pryde: Embodied Cognition and Anti- Colonial Education in
Higher Education George Jerry Sefa Dei/Wambui Karanja/Ephraim Avea
Nsoh/Daniel Yelkpieri: Some Concluding Thoughts: Possibilities for Imagining
New Decolonial Educational Futurities Notes on Contributors.
George J. Sefa Dei is an acclaimed scholar in the Department of Social Justice Education at the Ontario Institute for Studies in Education. Prof. Dei is the Director of the Centre for Integrated Anti-Racism Studies, and one of Canadas foremost scholars on race and anti-racism studies. He is a member of the Royal Society of Canada and an honoree of many awards including the prestigious Whitworth Award for Career Research in Education (2016) and recipient of the Lifetime Achievement Award (2021) from the Ontario Alliance of Black School Educators [ ONABSE]. His teaching and research interests include anti-racism, minority schooling, international development, anti-colonial thought, and Indigenous knowledge.
Wambui Karanja is a Ph.D. A.B.D. in the Department of Social Justice Education at the Ontario Institute for Studies in Education, University of Toronto (OISE/UT). She holds a masters degree in law from the University of Toronto, Canada and a Bachelor of Laws Degree from the University of Nairobi, Kenya. . She has written several book chapters and is the author of "Womens Land Ownership Rights in Kenya" Third World Legal Studies: published in Vol. 10, Article 6. (1991) Wambui is also the co-author of the critically acclaimed anthology, "Elders Cultural Knowledges and the Question of Black African Indigeneity in Education" (Springer, 2022) and "Doing Education Differently: Decolonial Pedagogies in African Education" (in-press, 2024).
Avea E. Nsoh is an Associate Professor of Linguistics, Literacy, Language, and Culture at the University of Education Winneba, Ghana. Prof. Nsoh was formerly the Director of Research and Principal of a College at the University. He has a Ph.D from the University of Ghana. He has 30 years of experience in research, teaching, and community work. He was the Principal Investigator in the Farefari (Guren) literacy project that produced a dictionary, and glossary, and facilitated the introduction of the language into schools. He has authored several books and articles in refereed journals and attended numerous international conferences. Prof Nsoh is a member of the Linguistic Association of Ghana (LAG) and the West African Languages Society (WALS).
Daniel Yelkpieri is a Senior Fellow at the Centre for Educational Policy Studies at the Institute for Educational Research and Innovative Studies (IERIS) at the University of Education, Winneba. He holds a Doctorate in Social Sciences (DSocSci) from the University of Leicester in the UK. He also holds an M. Phil in Educational Administration, a B.Ed. in Psychologya Diploma in History from the University of Cape Coast and a Post-graduate Diploma in Teaching and Learning in Higher Education (PGDTLHE) from the University of Education, Winneba. Currently, he is the Acting Director of the Institute for Educational Research and Innovation Studies (IERIS) and the immediate past Head of the Department of the Centre for School and Community Science and Technology Studies (SACOST).
