Bagele Chilisa
Datos Biográficos
| ID | 180541 |
|---|---|
| NOMBRE | Bagele Chilisa |
| NOMBRES | Bagele |
| APELLIDO | Chilisa |
| FIRMA | CHILISA B |
| AFILIACIONES | University of Botswana |
| ORCID | 0000-0001-7268-5836 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 179 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2001 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 6 |
Inclusive transdisciplinarity
Transdisciplinary research (TDR) aims to co-produce knowledge to address the complex challenges of unsustainability. Despite progress in articulating principles for successful co-production, Indigenous researchers have pointed out ongoing power imbalances. These disparities, partly stemming from unacknowledged ontological-epistemological inequalities, often perpetuate hidden hierarchies between researchers and participants. At the core of these p…
Indigenous Made in Africa Evaluation Frameworks
Transformative change is needed if the world is to achieve the sustainable development goals. Such change requires attention to culture, ethics, and values. We discuss the need to be responsive to the voices of Indigenous scholars in terms of the assumptions that guide methodological choices in the evaluation of international initiatives. We describe an Indigenous paradigmatic framework and then narrow the focus to a Made in Africa approach to ev…
Decolonising transdisciplinary research approaches
Reflective commentaries
Community engagement with a postcolonial, African-based relational paradigm
The article engages with debates on democratizing and decolonizing research to promote multi-epistemological research partnerships that revolutionize the research methods landscape, bringing new paradigms onto the map to advance new research methods that engage and transform communities. The argument in the article is that people of all worlds irrespective of geographic location, colour, race, ability, gender or socio-economic status should have …
Decolonizing and Indigenizing Evaluation Practice in Africa
Efforts at making evaluation culturally relevant have become central to evaluation discourses globally. However, global attempts at culturally responsive practice have not succeeded in incorporating African voices. This article discusses African perspectives on decolonization and indigenization of evaluation. It further provides a description of an African relational evaluation paradigm as a basis for originating evaluation practices and theories…
Contextualized theory-based predictors of intention to practice monogamy among adolescents in Botswana junior secondary schools
Culture and tradition influences behaviour. Multiple partner and concurrent relationships are made responsible for the increase of HIV infection in Sub-Saharan Africa. A contextualized "Theory of Planned Behaviour" was used to identify predictors of intention to practice monogamy. A mixed method design using qualitative data from focus groups, stories and a survey were analyzed for quantitative data. The qualitative data added to the behavioural …
Mixed Methods in Indigenous Research
Indigenous communities raise concerns that they are overresearched and tired of research always asking the same questions and reproducing the same answers, thus pressuring researchers to open the discourse on mixed methods research so as to enable new debates and approaches to emerge. A postcolonial indigenous paradigm provides a theoretical framework that informed a mixed methods research approach to design and test the efficacy of a school-base…
Why Wait 'til Marriage? The Determinants of Premarital Sex among Adolescents in a Country in Sub-Saharan Africa
The purpose of the study was to describe the premarital sexual behaviors of Botswana adolescents and examine the factors associated with premarital sex intentions. An anonymous self-reported questionnaire was administered to 1,054 pupils ages 10 to 18 years in school and out of school. The findings indicate that the theory of planned behavior provides a model for developing interventions to reduce the risk behavior in regard to HIV/AIDS through p…
Resisting dominant discourses
In this paper we explore tensions between Western gender theory and research, and post‐colonial and indigenous feminist standpoints, which challenge us to re‐define our roles as feminist‐activist educators and researchers working with formerly colonised and historically marginalised communities. We discuss how African and Black feminist approaches can enable the construction of context‐specific knowledge of African women’s power via relational wo…
Educational research within postcolonial Africa
This paper uses the postcolonial lens to highlight that mainstream research in postcolonial societies still ignores, marginalizes and suppresses other knowledge systems and ways of knowing. The marginalization of local knowledge systems, it is argued, was established in the colonial times that relegated all things indigenous or from the colonized communities as unworthy, uncivilized, barbaric and superstitious. Systematic efforts to inscribe West…
National Policies on Pregnancy in Education Systems in Sub-Saharan Africa
The article critiques pregnancy policies in the education systems in sub-Saharan Africa. Policies discussed are divided into expulsion, re-entry and continuation policies. Arguing from the standpoint of theories of oppression, it is postulated that expulsion policies symbolise direct violence against girls who become pregnant and are more common in those countries with poor human rights records. Continuation and re-entry policies are prevalent in…
Assessing Botswana's first national survey on literacy with Wagner's proposed schema for surveying literacy in the ‘Third World’
Decolonising transdisciplinary research approaches
Resisting dominant discourses
In this paper we explore tensions between Western gender theory and research, and post‐colonial and indigenous feminist standpoints, which challenge us to re‐define our roles as feminist‐activist educators and researchers working with formerly colonised and historically marginalised communities. We discuss how African and Black feminist approaches can enable the construction of context‐specific knowledge of African women’s power via relational wo…
Educational research within postcolonial Africa
This paper uses the postcolonial lens to highlight that mainstream research in postcolonial societies still ignores, marginalizes and suppresses other knowledge systems and ways of knowing. The marginalization of local knowledge systems, it is argued, was established in the colonial times that relegated all things indigenous or from the colonized communities as unworthy, uncivilized, barbaric and superstitious. Systematic efforts to inscribe West…
Indigenous Made in Africa Evaluation Frameworks
Transformative change is needed if the world is to achieve the sustainable development goals. Such change requires attention to culture, ethics, and values. We discuss the need to be responsive to the voices of Indigenous scholars in terms of the assumptions that guide methodological choices in the evaluation of international initiatives. We describe an Indigenous paradigmatic framework and then narrow the focus to a Made in Africa approach to ev…
Mixed Methods in Indigenous Research
Indigenous communities raise concerns that they are overresearched and tired of research always asking the same questions and reproducing the same answers, thus pressuring researchers to open the discourse on mixed methods research so as to enable new debates and approaches to emerge. A postcolonial indigenous paradigm provides a theoretical framework that informed a mixed methods research approach to design and test the efficacy of a school-base…
Community engagement with a postcolonial, African-based relational paradigm
The article engages with debates on democratizing and decolonizing research to promote multi-epistemological research partnerships that revolutionize the research methods landscape, bringing new paradigms onto the map to advance new research methods that engage and transform communities. The argument in the article is that people of all worlds irrespective of geographic location, colour, race, ability, gender or socio-economic status should have …
National Policies on Pregnancy in Education Systems in Sub-Saharan Africa
The article critiques pregnancy policies in the education systems in sub-Saharan Africa. Policies discussed are divided into expulsion, re-entry and continuation policies. Arguing from the standpoint of theories of oppression, it is postulated that expulsion policies symbolise direct violence against girls who become pregnant and are more common in those countries with poor human rights records. Continuation and re-entry policies are prevalent in…
Assessing Botswana's first national survey on literacy with Wagner's proposed schema for surveying literacy in the ‘Third World’
Reflective commentaries
Contextualized theory-based predictors of intention to practice monogamy among adolescents in Botswana junior secondary schools
Culture and tradition influences behaviour. Multiple partner and concurrent relationships are made responsible for the increase of HIV infection in Sub-Saharan Africa. A contextualized "Theory of Planned Behaviour" was used to identify predictors of intention to practice monogamy. A mixed method design using qualitative data from focus groups, stories and a survey were analyzed for quantitative data. The qualitative data added to the behavioural …
Assessing Botswana's first national survey on literacy with Wagner's proposed schema for surveying literacy in the ‘Third World’
National Policies on Pregnancy in Education Systems in Sub-Saharan Africa
The article critiques pregnancy policies in the education systems in sub-Saharan Africa. Policies discussed are divided into expulsion, re-entry and continuation policies. Arguing from the standpoint of theories of oppression, it is postulated that expulsion policies symbolise direct violence against girls who become pregnant and are more common in those countries with poor human rights records. Continuation and re-entry policies are prevalent in…
Educational research within postcolonial Africa
This paper uses the postcolonial lens to highlight that mainstream research in postcolonial societies still ignores, marginalizes and suppresses other knowledge systems and ways of knowing. The marginalization of local knowledge systems, it is argued, was established in the colonial times that relegated all things indigenous or from the colonized communities as unworthy, uncivilized, barbaric and superstitious. Systematic efforts to inscribe West…
Resisting dominant discourses
In this paper we explore tensions between Western gender theory and research, and post‐colonial and indigenous feminist standpoints, which challenge us to re‐define our roles as feminist‐activist educators and researchers working with formerly colonised and historically marginalised communities. We discuss how African and Black feminist approaches can enable the construction of context‐specific knowledge of African women’s power via relational wo…
Why Wait 'til Marriage? The Determinants of Premarital Sex among Adolescents in a Country in Sub-Saharan Africa
The purpose of the study was to describe the premarital sexual behaviors of Botswana adolescents and examine the factors associated with premarital sex intentions. An anonymous self-reported questionnaire was administered to 1,054 pupils ages 10 to 18 years in school and out of school. The findings indicate that the theory of planned behavior provides a model for developing interventions to reduce the risk behavior in regard to HIV/AIDS through p…
Mixed Methods in Indigenous Research
Indigenous communities raise concerns that they are overresearched and tired of research always asking the same questions and reproducing the same answers, thus pressuring researchers to open the discourse on mixed methods research so as to enable new debates and approaches to emerge. A postcolonial indigenous paradigm provides a theoretical framework that informed a mixed methods research approach to design and test the efficacy of a school-base…
Decolonizing and Indigenizing Evaluation Practice in Africa
Efforts at making evaluation culturally relevant have become central to evaluation discourses globally. However, global attempts at culturally responsive practice have not succeeded in incorporating African voices. This article discusses African perspectives on decolonization and indigenization of evaluation. It further provides a description of an African relational evaluation paradigm as a basis for originating evaluation practices and theories…
Contextualized theory-based predictors of intention to practice monogamy among adolescents in Botswana junior secondary schools
Culture and tradition influences behaviour. Multiple partner and concurrent relationships are made responsible for the increase of HIV infection in Sub-Saharan Africa. A contextualized "Theory of Planned Behaviour" was used to identify predictors of intention to practice monogamy. A mixed method design using qualitative data from focus groups, stories and a survey were analyzed for quantitative data. The qualitative data added to the behavioural …
Decolonising transdisciplinary research approaches
Reflective commentaries
Community engagement with a postcolonial, African-based relational paradigm
The article engages with debates on democratizing and decolonizing research to promote multi-epistemological research partnerships that revolutionize the research methods landscape, bringing new paradigms onto the map to advance new research methods that engage and transform communities. The argument in the article is that people of all worlds irrespective of geographic location, colour, race, ability, gender or socio-economic status should have …
Indigenous Made in Africa Evaluation Frameworks
Transformative change is needed if the world is to achieve the sustainable development goals. Such change requires attention to culture, ethics, and values. We discuss the need to be responsive to the voices of Indigenous scholars in terms of the assumptions that guide methodological choices in the evaluation of international initiatives. We describe an Indigenous paradigmatic framework and then narrow the focus to a Made in Africa approach to ev…
Inclusive transdisciplinarity
Transdisciplinary research (TDR) aims to co-produce knowledge to address the complex challenges of unsustainability. Despite progress in articulating principles for successful co-production, Indigenous researchers have pointed out ongoing power imbalances. These disparities, partly stemming from unacknowledged ontological-epistemological inequalities, often perpetuate hidden hierarchies between researchers and participants. At the core of these p…
Sociology (11 obras) · Political science (8 obras) · Gender Studies (5 obras) · Epistemology (4 obras) · Gender Studies (4 obras) · Indigenous (4 obras) · Poverty, Education, and Child Welfare (4 obras) · Psychology (4 obras) · Social science (4 obras) · African cultural and philosophical studies (3 obras)