Media and Technology in 21st Century Higher and Tertiary Education in Africa

Costain Tandi

Description

This book interrogates media and technology in the 21st century higher and tertiary education in Africa. Using Zimbabwe as its case study, the book highlights the immense changes that the digital revolution has brought to higher institutions of learning in Africa, including changes in teaching and learning. Framed from an anti-colonial perspective, the book argues that digital change, though critical in revolutionising education in Africa, has come with a price as it has resulted in some epistemological erasures and injustices meted against the poor. The book makes a critical contribution as it quests to correct the misdemeanours and injustices caused by digital gaps in African societies. The authors argue that the future and success of digital technology in Africa lie in how well African countries will culturally and contextually sensor technology and attend to the problems caused by digital gaps. The book provides a re-invigorated overview and nuanced analyses of the role of media and technology in revolutionising 21st century higher and tertiary education in Africa. It provides pointers and insights on how African countries can reformulate their education policy in a manner that is in sync with the level of digital technology of the time. This is an important addition to critical debates on media and technology studies in education in Africa.

Sujets

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

Informations

• Publié par: Langaa RPCIG
• Date de parution: 30 septembre 2023
• Nombre de lectures: 0
• EAN13: 9789956553662
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

MEDIA and TECHNOLOGY in 21ST CENTURYHIGHER and TERTIARY EDUCATION in AFRICA

MEDIA and TECHNOLOGY in 21ST CENTURY HIGHER and TERTIARY EDUCATION in AFRICA Insights from Teachers’ Colleges in Zimbabwe

Costain Tandi Munyaradzi Mawere Martin Mukwazhe

Media and Technology in 21st Century Higher and Tertiary Education in Africa: Insights from Teachers’ Colleges in Zimbabwe Costain Tandi, Munyaradzi Mawere, Martin Mukwazhe L a ng a a R esea rch & P u blishing CIG Mankon, Bamenda

Publisher: LangaaRPCIG Langaa Research & Publishing Common Initiative Group P.O. Box 902 Mankon Bamenda North West Region Cameroon [e-mail] www.langaa-rpcig.net Distributed in and outside N. America by African Books Collective [e-mail] www.africanbookscollective.com

ISBN-10: 9956-553-05-0

ISBN-13: 978-9956-553-05-1 ©Costain Tandi, Munyaradzi Mawere, Martin Mukwazhe 2023 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

About the Authors

Costain Tandiis a PhD Candidate at Tilburg University in the Netherlands, and a Principal Lecturer for National and Strategic Studies at Mkoba Teachers College, Gweru, Zimbabwe. Before joining the college, Tandi was an online Lecturer at Accord University, Somalia, and a Senior Teacher as well as Head of the Department (of Humanities) at Rufaro High School in Chatsworth. He was also in the Global Executive Committee as an Education Advisor for TechCeFaCos Group (a Cameroonian- based NGO) which was setting up an online school for Cameroonian refugees in Nigeria.He holds a Master of Arts Degree in Development Studies from Midlands State University, th Bachelor of Arts 4 year Honours (History) from Great Zimbabwe University, Bachelor of Arts General Degree from the University of Zimbabwe, Graduate Certificate in Education from Great Zimbabwe University, An Executive Certificate in Project and Programme Monitoring and Evaluation from the University of Zimbabwe and An Executive Certificate in Project Management from the University of Zimbabwe. Tandi is an author of 18 books and over twenty-five publications in internationally acclaimed journals. His research interests include but are not limited to Indigenous Knowledge Systems, Climate change and Variability, Rural Poverty, Agriculture, Community Development, Cultural Studies, African Jurisprudence (African Philosophy of Law), Ethnographic methodologies, Sociology of Development, and Entomology. Munyaradzi Mawere (PhD) is Professor Extraordinarius of Interdisciplinary Research in the School of Interdisciplinary Research & Graduate Studies at the University of South Africa, and a Full Professor of African Studies and incumbent Research Chair in the Simon Muzenda School of Arts, Culture and Heritage Studies at Great Zimbabwe University in Zimbabwe. Prof Extraord. Mawere holds a PhD in Social Anthropology from the University of Cape Town, South Africa; three Masters Degrees namely: Master of Arts Degree in Social Anthropology (passed

with Distinction); Master of Arts Degree in Development Studies (passed with University Book Prize); Master of Arts Degree in Philosophy; a BA (Hons) Degree in Philosophy, and several certificates across disciplines. He is an author and editor of more than 90 books and over 300 book chapters and peer-reviewed academic journals with internationally acclaimed publishers, with a focus on Africa straddling the following areas: poverty and development, African philosophy, society and culture, democracy, human rights, politics of food production, humanitarianism and civil society organisations, indigenous knowledge systems, urban anthropology, existential anthropology, cultural philosophy, environmental anthropology, society and politics, decoloniality and African studies. Professor Extraord. Mawere has also won several prestigious international honours such as the Wenner-Gren Research Fellowship (2011) and the much-coveted Association of African Studies (ASA) Presidential Fellowship Award (2017). Martin Mukwazheis a PhD Candidate at the University of South Africa, and the incumbent Principal of Mkoba Teachers College, Gweru, Zimbabwe. He is also a Part-Time Lecturer (of Philosophy of Education) at Midlands State University, Gweru, Zimbabwe. Mukwazhe holds a Master of Arts degree in Philosophy (Cum Laude) from the University of Zimbabwe, BA Honours in Philosophy from Great Zimbabwe University, BA General (Philosophy and African Languages) from the University of Zimbabwe, a Post Graduate Diploma in Tertiary Education (UNISA), Graduate Certificate in Education (University of Zimbabwe) and a Diploma in Personnel Management (Institute of Personnel Management). His research interests include but not limited to African Philosophy, Philosophy of Education, Metaphysics, Philosophy of Science, and Ethics.

Table of Contents

Chapter 1: Landscape of Education

and Media Technology in Africa ........................ 1 Chapter 2: Media, Technology and

Education in Zimbabwe ..................................... 21 Chapter 3: Technology for Inclusive Education ..... 53 Chapter 4: Educational Media and Technology in Teaching and Learning

in Zimbabwean Teachers’ Colleges.................... 69 Chapter 5: Media Design and Teaching Resources............................................ 99 Chapter 6: Presentation Using Instructional Media and Technology

at Teachers’ Colleges in Zimbabwe.................... 123 Chapter 7: Beyond Technology as

Media for Teaching-Learning............................. 139 References................................................................ 153

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Chapter 1 Landscape of Education and Media Technology In Africa Introduction The quality of Higher and Tertiary education in Africa remains problematic to an extent that educators consider technology to be part of the solution. This contemporary digital revolution has brought immense changes to higher institutions of learning in Africa. This change has brought a revolution in teaching and learning and the roles of colleges in producing lifelong learners. Besides, technology has taken learning beyond the classroom and affected so many areas of education in Africa. The areas range from how students learn, to how education professionals enhance their skills, enrich classroom environments, and how administrative sections manage grades, maintain security, and track payments. The present chapter examines the nature of education in Africa during the pre-colonial, colonial and the post-independence period. It traces the evolution and utilisation of technology in education, drawing examples from a number of African countries, but with more emphasis on Zimbabwe. The history of education in Africa: From pre-colonial to post-independence era Before the coming of colonialism, Africa had its own unique form of education. The family unit for instance acted as an important traditional school for the acquisition and provision of knowledge. The curriculum of indigenous education during the pre-colonial period in Africa consisted of traditions, legends, and tales and the procedures and

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knowledge associated with rituals which were handed down orally from generation to generation within each ethnic group by word of mouth. This process was closely integrated with the social, cultural, artistic, religious, and recreational life of the indigenous peoples. In various parts of Africa, indigenous education taught morals and the essence of communal living from the cradle. Besides, in pre-colonial Africa, education was organised in such a way that everyone, especially the adults, had a role to play in the proper upbringing of the younger members of society. The importance of being your brother’s keeper was the underlining factor in the morals taught to the younger elements in face-to-face settings in the absence of technology (Haruna, 2021). Basically, the methods of stepping down instructions were both formal and informal. Mazonde (1995) further postulates that African indigenous education aimed to preserve the cultural heritage of the extended family, the clan, and the ethnic community. Indigenous African education was also meant to adapt the young generation to their physical environment and teach them how to control and use it; and to explain to them that their own future, and that of their community, depends on the understanding and perpetuation of the institutions, laws, language, and values inherited from the past (Ibid). This is contrary to colonial education which aimed to make the Africans become a complete European in thoughts and in deeds (see also Ngugi, 1981). Ngugi further reiterates that: the process annihilates a people’s belief in their names, in their languages, in their environment, in their heritage of struggle, in their unity, in their capacities, and ultimately in themselves. It makes them see their past as one wasteland of non-achievement and it makes them want to distance themselves from that wasteland. It makes them want to identify with that which is furthest removed from themselves (p.3).

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African indigenous education required children to have the children knowledge, skills, and attitudes of the societies in which they were born (Haruna, 2021). Interestingly, the knowledge, skills, and attitudes, as well as social norms, mores, and values peculiar to a given community, were learnt by the children, which meant that transfer of information which translates into learning took place. Against this background, schools in pre-colonial Africa offered well-arranged training on religious practices. The schools were used to provide the necessary skills and knowledge that African communities required in order to survive. This resonates with Moumouni (cited in Koma, 1976) who opines that education is everything that prepares the young people for either integration in a given specific society with the aim of perpetuating the established values and norms of such society or transforming and changing such values and norms. It is worth noting that a curriculum existed in pre-colonial African communities. The training offered was not done haphazardly, but through some strategies that did not always conform to Global North standards (Mosweunyane, 2013; Haruna, 2021). This explains why civilisations thrived in countries such as Egypt and Zimbabwe. The Africans understood metallurgy and made spears from iron and copper (Ibid). Besides, artisans in most pre-colonial African communities wove fine cloths, baskets and beer was brewed from bananas and grain. Communication between villages and kingdoms was accomplished through a relay of swift runners. It is indisputable that the exercise of processing information and passing it on through the word of mouth, which cannot be realised without learning, was achieved by ‘primitive’ African societies (see also Mosweunyane, 2013; Haruna, 2021). The advent of colonialism by the Westerners and the collaborating missionaries and their business counterparts brought to Africa what is today known as modern education. According to Muzonde (1995), this genre of European-style education, which was first started by the Portuguese

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