Bunmi I Omodan
Biographic Data
| ID | 330668 |
|---|---|
| NAME | Bunmi I Omodan |
| GIVEN NAMES | Bunmi I |
| FAMILY NAME | Omodan |
| SIGNATURE | OMODAN B I |
| AFFILIATIONS | Walter Sisulu University |
| ORCID | 0000-0002-9093-3108 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
X-raying the enablers and barriers of e-learning in higher education institutions: A systematic review
Introduction In recent years, the landscape of higher education has undergone significant transformation, largely driven by technological advancements and the increasing demand for flexible learning options. E-learning, defined as the use of electronic technologies to access educational curricula outside of a traditional classroom, has emerged as a critical component of this evolution. This systematic review aims to identify and analyse the enabl…
Building reciprocal relationships through decolonial practices in academic research
This theoretical paper explores the implementation of decolonial practices in academic research, with a specific focus on fostering reciprocal relationships between researchers and researched communities. It argues that conventional research methodologies often perpetuate colonial power dynamics by extracting knowledge instead of facilitating knowledge exchange. Lensing this argument through decolonial practices, this paper suggests a shift towar…
A Model to Navigate the Ethical Terrain: Reflexive Methodologies in Post-Colonial African Research
In post-colonial African research, navigating ethical complexities necessitates a reflective and culturally nuanced approach. This article argues for the essentiality of reflexive methodologies that not only respect but deeply integrate the cultural, historical, and socio-political contexts of African communities. Thus, examining various case studies and theoretical perspectives, the article highlights how traditional Western ethical frameworks o…
Decolonising postgraduate supervision: Rebalancing power dynamics in African university contexts
Postgraduate supervision in African universities continues to be influenced by colonial legacies that favour hierarchical, expert-dominated approaches to knowledge production. This study proposes a decolonial reimagining of supervision through a theoretically grounded and practically relevant framework that centres on power redistribution, cultural affirmation, and mutual knowledge construction. Drawing on critical decolonial theory and African i…
The roles of epistemology and decoloniality in addressing power dynamics in university education
This conceptual paper explores the intersecting domains of epistemology, decoloniality, and power dynamics in university education.It scrutinises the hegemonic prevalence of Western knowledge systems and the resultant epistemic exclusion and marginalisation of alternative and indigenous knowledge paradigms within academic environments.Digging into the transformative role of decoloniality, this paper highlights its significance in dismantling entr…
Redefining university infrastructure for the 21st century: An interplay between physical assets and digital evolution
In the evolving landscape of the 21st century, universities are at the forefront of re-imagining their infrastructural identity. This conceptual paper delves into the transformative shifts witnessed within university infrastructure, focusing on the harmonisation of tangible physical assets and the expanding world of digital evolution. As brick-and-mortar structures remain pivotal, integrating digital platforms rapidly redefines the academic lands…
The Dialectics of Modernity and Tradition: A Decolonial Critique of the University’s Role in Shaping Social Consciousness
Positioned at the intersection of reason and practical life, the study dissecs the university system’s dual role in upholding and contesting the hegemonic narratives of modernity. Through a dialectical analysis, the paper argues how universities have unconsciously perpetuated modern Western concepts of progress and rationality, often overshadowing traditional and indigenous ways of understanding. The article highlights the imperative for universi…
Unveiling Epistemic Injustice in Education: A critical analysis of alternative approaches
This conceptual article critically examines the pervasive issue of epistemic injustice within educational settings. Drawing from critical theory and social justice frameworks, this paper aims to uncover and critically analyse the various forms of epistemic injustice in education settings, focusing on marginalised and underrepresented groups. Through lensing within the transformative worldview and employing conceptual analysis to make sense of the…
Addressing Potential Conflict among University Students during Collaborative Tasks
This study addresses potential conflicts during collaborative tasks among university undergraduate students and presents strategies to mitigate such conflicts at a university in South Africa. Drawing on the unique context of South Africa, characterised by its rich cultural diversity and historical challenges, Social Identity Theory (SIT) was used to theorise the study within a transformative paradigm, qualitative approach and participatory resear…
Causes and Institutional Responsesof Social Unrest in South African Universities
This paper explores the root causes of student unrest in South African universities and evaluates the institutional responses to these protests, otherwise regarded as social unrest. The study is lensed through social movement theory and institutional theory. The study adopted transformative paradigm under qualitative approach and participatory research design to analyze the experiences of universities in South Africa that have experienced signifi…
Decolonising Classroom Management and Its Political Hegemony in Universities
This theoretical opinion paper responds to the existing colonial hegemony in university classrooms. The study is underpinned by decoloniality with objectives to conceptualise decoloniality as a theoretical lens for classroom management and to present the assumptions of decoloniality as an effective classroom management system in universities. The study is located within a transformative worldview, and the argument was analysed using conceptual an…
Analysis of Participatory Action Research as a Decolonial Research Methodology
Decolonising the research process is inevitable in today's world full of social and power inequalities. Participatory Action Research (PAR), as one of the methodologies that enhances the transformation of both the researchers and researched, is, therefore, inevitable in social research targeting social, inclusive, and informed change. This study responds to various agitations of decoloniality of the research process that sees the participants as …
Emancipatory Tendencies of Ubuntu-like Classrooms as an Enhancer of Student Academic Prowess
Classrooms are sometimes laced with various pedagogical styles, which even though professional, may be alien to the students, leading to demotivation. Such demotivation usually results from a lack of affectionate pedagogical processes that affect students’ academic prowess, such as academic performance, achievement and attainment of academic goals. A teaching-learning process that does not accommodate professional affections may lead to an unplea…
A Systematic Review of Post-Covid-19 Pandemic Strategies to Improve Instruction of Technical and Vocational Education and Training in Nigeria
In Nigeria, the impact of the COVID-19 pandemic, which has caused many economies to crumble and claimed lives, has been a drawback to the teaching and learning of technical and vocational education and training (TVET). This paper examined the strategies scholars have identified in the previous studies to reposition and make effective the instruction of technical and vocational education in Nigeria post-COVID-19. A PRISMA protocol was adopted to d…
Post-Covid-19 Pandemic Era Teaching and Learning Strategies in South African Schools
The advent of the COVID-19 pandemic led to a total shutdown of global economies and education institutions to lessen the spread of the virus. Due to strict compliance with safety protocols, educational institutions were duty-bound to shift from traditional face-to-face to virtual classroom teaching and learning strategies. This new teaching approach was unanimously embraced and adopted by all institutions globally. The easing of COVID-19 restrict…
Interdisciplinary Perspectives to Sustain Effective Post-Covid-19 Classrooms
Since the outbreak of COVID-19, teaching and learning have experienced various challenges and shifts from normal classroom dimensions to what several scholars regard as the "new normal." This situation disrupted teaching and learning systems, with various institutions trying to find alternative ways to ensure effective curriculum implementation. In the event that COVID-19 seems to be a thing of the past, there is a need to understand how best edu…
Reconstructing Abraham Maslow’s hierarchy of needs towards inclusive infrastructure development needs assessment
This article focuses on Maslow’s theory of hierarchy of needs, which has been criticized for lacking scientific evidence towards an effective municipal infrastructure management system. To ameliorate this, we contend that 21st-century management is not limited to the cardinal direction of motivation from the bottom hierarchy to the top hierarchy, as indicated by Maslow. We also argue that Maslow’s hierarchy of needs theory did not take cognizance…
Enhancing Children’s Critical and Inquisitive Skills in Culturally Informed Communities of South Africa
Evidence exists that young learners in culturally inclined communities of South Africa lack critical thinking and inquisitive skills. These learners are assumed to be culturally beguiled into believing that it is an abomination to question elders, and those who did so are tagged rabbles. Therefore, this study used the perspectives of community elites to expose the challenges young children/young one’s face in gaining critical and inquisitive skil…
Re-Constructing the Tutors-Tutees Relationships for Better Academic Performance in Universities Amidst Covid-19 New Normal
In the past, the success of Supplemental Instruction (Tutorial Sessions) depends on the tutors and tutees' physical and social relationships. However, the assumption exists that when there are no physical connections between the duos may affect their social interrelationships, impeding the success and intention of SI in the University classrooms. This study, therefore, investigates the current relationships amidst new normal towards SI and studen…
University Students' Perceptions of Curriculum Content Delivery During Covid-19 New Normal in South Africa
Observation and experience exist among university students during COVID-19 new normal; the quality and the process of academic activities have been compromised. This study, therefore, examines the lacuna on whether the new normal is more productive by ensuring that the intention of the curriculum towards students' content knowledge is met or not. Organisational change theory was used to theorise the study within the transformative paradigm (TP) a…
Coloniality or Cultural Pedagogy? The Hegemony of African Children-Youths in Social Development
Decoloniality was adopted as a framework to unravel the societal and/or self-inflicted coloniality in a child's development. This study is lensed under the Transformative Paradigm (TP), designed using Participatory Research (PR). Five lecturers and five teachers, who are also parents in a rural location in South Africa, were selected using the snowballing selection method. The participants were interviewed to share their experiences on the danger…
Managing diversity in schools: The place of democratic education and ubuntuism in South Africa
South African classrooms were highly diversified. The problem, however, was that although democracy has been a critical characteristic of South Africa for over two decades, it is still a very vague concept to many. A teacher who truly understood democracy knew that it was not just about freedom of self, rather the freedom of all, treating others humanely and with kindness. Making power a variable accessible by all was the only way to which divers…
Analysis of Participatory Action Research as a Decolonial Research Methodology
Decolonising the research process is inevitable in today's world full of social and power inequalities. Participatory Action Research (PAR), as one of the methodologies that enhances the transformation of both the researchers and researched, is, therefore, inevitable in social research targeting social, inclusive, and informed change. This study responds to various agitations of decoloniality of the research process that sees the participants as …
The roles of epistemology and decoloniality in addressing power dynamics in university education
This conceptual paper explores the intersecting domains of epistemology, decoloniality, and power dynamics in university education.It scrutinises the hegemonic prevalence of Western knowledge systems and the resultant epistemic exclusion and marginalisation of alternative and indigenous knowledge paradigms within academic environments.Digging into the transformative role of decoloniality, this paper highlights its significance in dismantling entr…
Decolonising Classroom Management and Its Political Hegemony in Universities
This theoretical opinion paper responds to the existing colonial hegemony in university classrooms. The study is underpinned by decoloniality with objectives to conceptualise decoloniality as a theoretical lens for classroom management and to present the assumptions of decoloniality as an effective classroom management system in universities. The study is located within a transformative worldview, and the argument was analysed using conceptual an…
Enhancing Children’s Critical and Inquisitive Skills in Culturally Informed Communities of South Africa
Evidence exists that young learners in culturally inclined communities of South Africa lack critical thinking and inquisitive skills. These learners are assumed to be culturally beguiled into believing that it is an abomination to question elders, and those who did so are tagged rabbles. Therefore, this study used the perspectives of community elites to expose the challenges young children/young one’s face in gaining critical and inquisitive skil…
Re-Constructing the Tutors-Tutees Relationships for Better Academic Performance in Universities Amidst Covid-19 New Normal
In the past, the success of Supplemental Instruction (Tutorial Sessions) depends on the tutors and tutees' physical and social relationships. However, the assumption exists that when there are no physical connections between the duos may affect their social interrelationships, impeding the success and intention of SI in the University classrooms. This study, therefore, investigates the current relationships amidst new normal towards SI and studen…
University Students' Perceptions of Curriculum Content Delivery During Covid-19 New Normal in South Africa
Observation and experience exist among university students during COVID-19 new normal; the quality and the process of academic activities have been compromised. This study, therefore, examines the lacuna on whether the new normal is more productive by ensuring that the intention of the curriculum towards students' content knowledge is met or not. Organisational change theory was used to theorise the study within the transformative paradigm (TP) a…
Coloniality or Cultural Pedagogy? The Hegemony of African Children-Youths in Social Development
Decoloniality was adopted as a framework to unravel the societal and/or self-inflicted coloniality in a child's development. This study is lensed under the Transformative Paradigm (TP), designed using Participatory Research (PR). Five lecturers and five teachers, who are also parents in a rural location in South Africa, were selected using the snowballing selection method. The participants were interviewed to share their experiences on the danger…
Managing diversity in schools: The place of democratic education and ubuntuism in South Africa
South African classrooms were highly diversified. The problem, however, was that although democracy has been a critical characteristic of South Africa for over two decades, it is still a very vague concept to many. A teacher who truly understood democracy knew that it was not just about freedom of self, rather the freedom of all, treating others humanely and with kindness. Making power a variable accessible by all was the only way to which divers…
Emancipatory Tendencies of Ubuntu-like Classrooms as an Enhancer of Student Academic Prowess
Classrooms are sometimes laced with various pedagogical styles, which even though professional, may be alien to the students, leading to demotivation. Such demotivation usually results from a lack of affectionate pedagogical processes that affect students’ academic prowess, such as academic performance, achievement and attainment of academic goals. A teaching-learning process that does not accommodate professional affections may lead to an unplea…
A Systematic Review of Post-Covid-19 Pandemic Strategies to Improve Instruction of Technical and Vocational Education and Training in Nigeria
In Nigeria, the impact of the COVID-19 pandemic, which has caused many economies to crumble and claimed lives, has been a drawback to the teaching and learning of technical and vocational education and training (TVET). This paper examined the strategies scholars have identified in the previous studies to reposition and make effective the instruction of technical and vocational education in Nigeria post-COVID-19. A PRISMA protocol was adopted to d…
Post-Covid-19 Pandemic Era Teaching and Learning Strategies in South African Schools
The advent of the COVID-19 pandemic led to a total shutdown of global economies and education institutions to lessen the spread of the virus. Due to strict compliance with safety protocols, educational institutions were duty-bound to shift from traditional face-to-face to virtual classroom teaching and learning strategies. This new teaching approach was unanimously embraced and adopted by all institutions globally. The easing of COVID-19 restrict…
Interdisciplinary Perspectives to Sustain Effective Post-Covid-19 Classrooms
Since the outbreak of COVID-19, teaching and learning have experienced various challenges and shifts from normal classroom dimensions to what several scholars regard as the "new normal." This situation disrupted teaching and learning systems, with various institutions trying to find alternative ways to ensure effective curriculum implementation. In the event that COVID-19 seems to be a thing of the past, there is a need to understand how best edu…
Reconstructing Abraham Maslow’s hierarchy of needs towards inclusive infrastructure development needs assessment
This article focuses on Maslow’s theory of hierarchy of needs, which has been criticized for lacking scientific evidence towards an effective municipal infrastructure management system. To ameliorate this, we contend that 21st-century management is not limited to the cardinal direction of motivation from the bottom hierarchy to the top hierarchy, as indicated by Maslow. We also argue that Maslow’s hierarchy of needs theory did not take cognizance…
Unveiling Epistemic Injustice in Education: A critical analysis of alternative approaches
This conceptual article critically examines the pervasive issue of epistemic injustice within educational settings. Drawing from critical theory and social justice frameworks, this paper aims to uncover and critically analyse the various forms of epistemic injustice in education settings, focusing on marginalised and underrepresented groups. Through lensing within the transformative worldview and employing conceptual analysis to make sense of the…
Addressing Potential Conflict among University Students during Collaborative Tasks
This study addresses potential conflicts during collaborative tasks among university undergraduate students and presents strategies to mitigate such conflicts at a university in South Africa. Drawing on the unique context of South Africa, characterised by its rich cultural diversity and historical challenges, Social Identity Theory (SIT) was used to theorise the study within a transformative paradigm, qualitative approach and participatory resear…
Causes and Institutional Responsesof Social Unrest in South African Universities
This paper explores the root causes of student unrest in South African universities and evaluates the institutional responses to these protests, otherwise regarded as social unrest. The study is lensed through social movement theory and institutional theory. The study adopted transformative paradigm under qualitative approach and participatory research design to analyze the experiences of universities in South Africa that have experienced signifi…
Decolonising Classroom Management and Its Political Hegemony in Universities
This theoretical opinion paper responds to the existing colonial hegemony in university classrooms. The study is underpinned by decoloniality with objectives to conceptualise decoloniality as a theoretical lens for classroom management and to present the assumptions of decoloniality as an effective classroom management system in universities. The study is located within a transformative worldview, and the argument was analysed using conceptual an…
Analysis of Participatory Action Research as a Decolonial Research Methodology
Decolonising the research process is inevitable in today's world full of social and power inequalities. Participatory Action Research (PAR), as one of the methodologies that enhances the transformation of both the researchers and researched, is, therefore, inevitable in social research targeting social, inclusive, and informed change. This study responds to various agitations of decoloniality of the research process that sees the participants as …
Redefining university infrastructure for the 21st century: An interplay between physical assets and digital evolution
In the evolving landscape of the 21st century, universities are at the forefront of re-imagining their infrastructural identity. This conceptual paper delves into the transformative shifts witnessed within university infrastructure, focusing on the harmonisation of tangible physical assets and the expanding world of digital evolution. As brick-and-mortar structures remain pivotal, integrating digital platforms rapidly redefines the academic lands…
The Dialectics of Modernity and Tradition: A Decolonial Critique of the University’s Role in Shaping Social Consciousness
Positioned at the intersection of reason and practical life, the study dissecs the university system’s dual role in upholding and contesting the hegemonic narratives of modernity. Through a dialectical analysis, the paper argues how universities have unconsciously perpetuated modern Western concepts of progress and rationality, often overshadowing traditional and indigenous ways of understanding. The article highlights the imperative for universi…
X-raying the enablers and barriers of e-learning in higher education institutions: A systematic review
Introduction In recent years, the landscape of higher education has undergone significant transformation, largely driven by technological advancements and the increasing demand for flexible learning options. E-learning, defined as the use of electronic technologies to access educational curricula outside of a traditional classroom, has emerged as a critical component of this evolution. This systematic review aims to identify and analyse the enabl…
Building reciprocal relationships through decolonial practices in academic research
This theoretical paper explores the implementation of decolonial practices in academic research, with a specific focus on fostering reciprocal relationships between researchers and researched communities. It argues that conventional research methodologies often perpetuate colonial power dynamics by extracting knowledge instead of facilitating knowledge exchange. Lensing this argument through decolonial practices, this paper suggests a shift towar…
A Model to Navigate the Ethical Terrain: Reflexive Methodologies in Post-Colonial African Research
In post-colonial African research, navigating ethical complexities necessitates a reflective and culturally nuanced approach. This article argues for the essentiality of reflexive methodologies that not only respect but deeply integrate the cultural, historical, and socio-political contexts of African communities. Thus, examining various case studies and theoretical perspectives, the article highlights how traditional Western ethical frameworks o…
Decolonising postgraduate supervision: Rebalancing power dynamics in African university contexts
Postgraduate supervision in African universities continues to be influenced by colonial legacies that favour hierarchical, expert-dominated approaches to knowledge production. This study proposes a decolonial reimagining of supervision through a theoretically grounded and practically relevant framework that centres on power redistribution, cultural affirmation, and mutual knowledge construction. Drawing on critical decolonial theory and African i…
The roles of epistemology and decoloniality in addressing power dynamics in university education
This conceptual paper explores the intersecting domains of epistemology, decoloniality, and power dynamics in university education.It scrutinises the hegemonic prevalence of Western knowledge systems and the resultant epistemic exclusion and marginalisation of alternative and indigenous knowledge paradigms within academic environments.Digging into the transformative role of decoloniality, this paper highlights its significance in dismantling entr…
Political science (18 works) · Sociology (18 works) · Pedagogy (16 works) · Transformative learning (14 works) · Psychology (10 works) · Social science (9 works) · African cultural and philosophical studies (7 works) · Computer Science (7 works) · Engineering ethics (7 works) · Epistemology (7 works)