Creating the New African University: (16 African Higher Education: Developments and Perspectives)

Creating the New African University grapples with the existence of African universities, particularly in post-independent Africa, where Higher Education Institutions (HEIs) are supposed to live up to the expectations of being adaptive in dealing with prevalent complex, dynamic contemporary and future challenges facing African societies. The book tackles the issue of what ought to be done for African universities to maintain a structure and identity that ensures their relevance in Africa’s development through generating and transforming knowledge into actions for the common good. It engages issues within the context of how post-colonial transformative obligations have been managed in light of the prevalent epistemological and pedagogical underpinnings that form the foundations of these universities as they seek to break from the clutches of colonial legacies. This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.

Table of Contents:
List of Tables List of Acronyms Notes on Contributors 1 Introduction  Shireen Motala, Emnet Tadesse Woldegiorgis and Phefumula Nyoni 2 Re-envisioning Universities in Africa as African Universities  Saleem Badat 3 Changes and Continuity in the Roles and Functions of Higher Education in Sub-Saharan Africa  Emnet Tadesse Woldegiorgis 4 Congruences between Decolonial Thinking and Change within the Western Paradigm of Higher Education  Chris Brink 5 Decolonisation, Post-Humanism and Justice with-in Higher Education  Yusef Waghid 6 Decolonisation, Trans-Colonisation and Development: The Challenges of Changing Epistemic Concerns and Indigenous Knowledge Production in Africa  Joseph C. A. Agbakoba 7 What I Mean by Pan-African Education and Its Implications for African People in Our Global Village  John Karefah Marah 8 The University and the Dialectic of Ownership and Purpose  Uchenna Okeja, Sibongile Muthwa and André Keet 9 Emergent Priorities of the New African University  Crain Soudien 10 Placing Knowledge at the Centre of an Alternative Public Good Imaginary of African Universities  Aslam Fataar 11 Designing a Transdisciplinary Entrepreneurial Ecosystem in African Universities  Abdul Razak Esakjee and Saurabh Sinha 12 Student Funding (In)equity in South African Higher Education: Fuelling or Failing Futures?  Mukovhe Masutha and Shireen Motala 13 African Higher Education Programme and Provider Mobility Partnerships  Jane Knight 13 Conclusion  Shireen Motala, Emnet Tadesse Woldegiorgis and Phefumula Nyoni Index

About the Author :
Emnet Tadesse Woldegiorgis is Associate Professor and Director at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg. He is an NRF rated researcher who has published several academic works on issues of higher education in Africa. Shireen Motala is NRF/DHET SARChI Chair of Teaching and Learning (Tier 1) at the University of Johannesburg. Professor Motala was the Head of Postgraduate School (PGS), University of Johannesburg (UJ) until September 2020. An NRF rated researcher, her research record is substantial. Her research interests and expertise are in the areas of education financing and system reform, access and equity, and education quality in schooling and higher education. Phefumula Nyoni is an anthropologist and sociologist pursuing a career as lecturer and researcher at the University of Johannesburg. He completed his PhD on Economic Anthropology at the University of the Witwatersrand. His research interests are multidisciplinary and include Higher education transformation amid the Covid-19 pandemic, policy, quality assurance, university curriculum design, kinship and small businesses and livelihoods for marginalised communities.