Knowledge, Education and Social Structure in Africa

Description

In searching for the potential that lies in African societies, the chapters of this volume consider relationships between knowledge, education and social structure from multiple angles, from a macro-continental scale to national education systems, schools and local communities. The themes that cut across the chapters include education as a mode of transmitting values, the contrasting effects of school credentials and knowledge for use, politics and interactions among people surrounding a school and knowledge acquisition as a subjective process. The rich empirical analyses suggest that the subjective commitment of, and mutuality among, people will make the acquired knowledge a powerful 'tool for conviviality' to realize a stable life, even given the turmoil created by rapid institutional and environmental changes that confront African societies.

Sujets

• African Studies
• Ethnic Studies
• Social Science
• Sociologie, société et politique

Informations

• Publié par: Langaa RPCIG
• Date de parution: 14 mars 2021
• Nombre de lectures: 0
• EAN13: 9789956553150
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Knowledge, Education and Social Structure in Africa
Edited by
Shoko Yamada, Akira Takada and Shose Kessi
Publisher: Langaa RPCIG Langaa Research & Publishing Common Initiative Group P.O. Box 902 Mankon Bamenda North West Region Cameroon [e-mail] www.langaa-rpcig.net
In Collaboration with The Center for African Area Studies, Kyoto University, Japan
Distributed in and outside N. America by African Books Collective [e-mail] www.africanbookscollective.com

ISBN-10: 9956-551-21-x ISBN-13: 978-9956-551-21-7
© Shoko Yamada, Akira Takada and Shose Kessi 2021


All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, mechanical or electronic, including photocopying and recording, or be stored in any information storage or retrieval system, without written permission from the publisher
Notes on Contributors
Akiyo AMINAKA is a Research Fellow at the IDE-JETRO (Institute of Developing Economies – Japan External Trade Organization). She has written various articles in both Japanese and English, including ‘Mobility with vulnerability of Mozambican female migrants to South Africa: Outflow from the periphery’, in Y. Kodama (ed.) International Migration of African Women (IDE 2020, in Japanese). Her first book entitled Colonial Rule and Development: Mozambique and the South African Gold Mining Industry (Yamakawa-Shuppansha 2014, in Japanese) was awarded a prize by the Japan Association for African Studies in 2015. Her current interests lie in labour migration, state building of post-conflict countries and development scheme transplantation with particular focus on Mozambique and Angola.
Josephine CORNELL is a PhD candidate of Psychology at the University of Cape Town and a researcher of the Institute for Social and Health Sciences at the University of South Africa and the South African Medical Research Council – University of South Africa’s Masculinity and Health Research Unit. Her research interests include identity, higher education transformation, protests and visual methods.
Morie KANEKO is Associate Professor of the Graduate School of Asian and African Area Studies, Kyoto University. Her main research topics are the cultural transmission of techniques of body and technological innovation in Africa and the formation of African local knowledge in a global context. Her recent works include: Reconsidering Local Knowledge and Beyond (co-edited, Kyoto University 2020), ‘ZAIRAICHI (local knowledge) as the manners of co-existence: Encounters between the Aari farmers in southwestern Ethiopia and the ‘other’’ (co-authored, Langaa 2017), and The Ethnography of Pottery Making (Showado 2011, in Japanese).
Shose KESSI is Dean of the Faculty of Humanities at the University of Cape Town, Associate Professor in the Department of Psychology and co-director of the Hub for Decolonial Feminist Psychologies in Africa. Her research centres on social and political psychology, community mobilisation and social change, exploring issues of identity, such as race, class and gender, and how these impact on people’s participation in transformation efforts. A key focus is the development of Photovoice Methodology as a participatory action research tool that can raise consciousness and mobilise community groups into social action.
Motoji MATSUDA is Professor of Sociology and Anthropology at Kyoto University, Japan. His research fields are Nairobi and Western Kenya. His research topics are urbanisation, migration and conflict. His major works include: Urbanisation from Below (Kyoto University Press 1998); The Manifesto of Anthropology of the Everyday Life World (Sekai Shisosha 2008, in Japanese); African Virtues in the Pursuit of Conviviality: Exploring Local Solutions in Light of Global Prescriptions (co-edited with Itaru Ohta and Yntiso Gebre, Langaa RPCIG 2017) and The Challenge of African Potentials: Conviviality, Informality and Futurity (co-edited with Yaw Ofosu-Kusi, Langaa RPCIG 2020).
Sethunya Tshepho MOSIME has held a PhD from the University of KwaZulu Natal, Centre for Communication, Media, and Society since 2007. Currently, she is a Senior Lecturer and Head of the Department of Sociology at the University of Botswana. Her research and teaching interests include the rights of political and social minorities across ethnicity, gender and sexuality, and African social thought. She has authored many academic articles, such as ‘Botswana: Africa’s democratic developmental state or outright flattery’, (co-authored with G. Kaboyakgosi) in G. Kanyenze et al. (eds) Towards Democratic Developmental States in Southern Africa (Weaver Press 2017).
Nagisa NAKAWA is Associate Professor of the School of Architecture and Environmental Design at Kanto Gakuin University, Japan. She has been engaged in mathematics education research since 2005 and has worked in Zambia and Kenya. As her lifework, she has been learning various African traditional dances. Her major works include ‘Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children’, South African Journal of Childhood Education 10 (1): 1–10 (2020) and ‘Current situations and challenges on mathematics lessons in early childhood care, development and education in urban areas of Lusaka, Zambia’, Africa Education Research Journal 9: 23–38 (2018).
Asayo OHBA is Associate Professor of International Education and Development with a special focus on Africa at Teikyo University, Japan. Her research fields are informal settlements in Nairobi and other regions of Kenya. Her major works include: ‘Addressing inclusive education for learners with disabilities in the integrated education system: The dilemma of public primary schools in Kenya’, Compare: A Journal of Comparative and International Education (co-authored with Francis Likoye Malenya, 2020) and ‘Why do some children still leave primary school early? Comparing reasons in three regions of Kenya’, Africa Education Review 17 (2): 33–49 (2020).
Kopano RATELE is the Director of the South African Medical Research Council Masculinity & Health Research Unit and Professor at the University of South Africa where he runs the Transdisciplinary African Psychologies Programme. He has published extensively and his books include: There Was This Goat: Investigating the Truth Commission Testimony of Notrose Nobomvu Konile (co-authored with Antjie Krog and Nosisi Mpolweni, University of KwaZulu-Natal Press 2009), Liberating Masculinities (Human Sciences Research Council 2016), Engaging Youth in Activism, Research and Pedagogical Praxis: Transnational and Intersectional Perspectives on Gender, Sex, and Race (co-edited with Jeff Hearn, Tammy Shefer and Floretta Boonzaier, Routledge 2018) and The World Looks Like This From Here: Thoughts on African Psychology (Witwatersrand University Press 2019).
Nobuhide SAWAMURA is Professor of Education and International Development in the Graduate School of Human Sciences at Osaka University, Japan. His academic career began at the Center for the Study of International Cooperation in Education (CICE) at Hiroshima University and he was a founding member of the centre. He holds an M.Phil. from the University of Edinburgh and a Ph.D. from Osaka University. His first exposure to Africa was in 1982–84, as a secondary school science teacher of the Japan Overseas Cooperation Volunteers in Malawi. He then worked for the Japan International Cooperation Agency (JICA) for 11 years. He has carried out research on a wide range of educational issues in developing countries. His recent interest is the multiple realities and meanings in primary schooling in sub-Saharan Africa, particularly in Kenya.
Kazuro SHIBUYA is Director of Basic Education Group, Human Development Department at the Japan International Cooperation Agency (JICA). His major works include: ‘Community participation in school management from the viewpoint of relational trust: A case from the Akatsi South District, Ghana’, International Journal of Educational Development 76 (2020) and ‘Community participation in school management, relational trust, and teacher motivation toward pupils’ learning outcomes: The case study from Ghana’, in M. Nishimura (ed.) Community Participation with Schools in Developing Countries: Towards Equitable and Inclusive Basic Education for All (Routledge 2020).
Masayoshi SHIGETA is Professor of African Area Studies at the Graduate School of Asian and African Area Studies, Kyoto University. His main research interests extend from agricultural science, ethnobiology and crop evolution to African area studies, anthropology, studies on sleep and society and studies on development issues. His recent works include: ‘ZAIRAICHI (local knowledge) as the manners of co-existence: Encounters between the Aari farmers in southwestern Ethiopia and the “other” (co-authored, Langaa 2017) and ‘Reshaping the future of ethnobiology research after the COVID-19 pandemic’ (co-authored, 2020).
Akira TAKADA is Associate Professor of Graduate School of Asian and African Area Studies at Kyoto University, Japan. His academic interests include the influence of Christianity and Western education on indigenous societies, transformation of ethnicity in the contact zone and language socialisation in caregiver–child interaction. He has conducted intensive field research in Namibia, Botswana and Japan. He has published a number of books and articles including Narratives on San Ethnicity: The Cultural and Ecological Foundations of Lifeworld among the !Xun of North-Central Namibia (Kyoto University Press & Trans Pacific Press 2015) and The Ecology of Playful Childhood: Caregiver-Child Interactions among the San of Southern Africa (Palgrave Macmillan 2020).
Machiko TSUBURA is a Research Fellow of the African Studies Group in Area Studies Center at the IDE-JETRO (Institute of Developing Economies – Japan External Trade Organization). She