D Amuzu
Biographic Data
| ID | 39584 |
|---|---|
| NAME | D Amuzu |
| GIVEN NAMES | D |
| FAMILY NAME | Amuzu |
| SIGNATURE | AMUZU D |
| AFFILIATIONS | University of Ghana |
| ORCID | 0000-0003-3904-3334 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The Dilemmas of an Early Career Afrocentric Academic in Ghana
This study examined the dilemmas encountered by an early career Afrocentric academic as he navigates the complex terrain of identity, tradition, and the politics of knowledge within Ghana’s academia. Drawing on a qualitative research approach that combines critical self-reflection and analysis of academic discourse, the article highlights the multifaceted undercurrents in the quest for Afrocentricity. Unlike existing studies that often focus on d…
Reggae, resistance, agency, and higher education in Africa
Reading Lyotard’s postmodern condition with an Afrocentric gaze
Jean-François Lyotard explored ideas about the nature of knowledge, performativity, and other topics in ‘The Postmodern Condition: A Report on Knowledge’ (1984). On the nature of knowledge, Lyotard questioned the totalizing effect of modernity’s grand narratives and the neglect of narrative knowledge. Although Lyotard’s focus is on post-industrial Western countries, some of his ideas appear useful for non-European societies, and in the case of th…
Invoking 're' Towards Potentialities for African Agency in (Re)search
This essay is a provocation that seeks to contribute to the (re)naissance of African-centered scholarship through a critical interrogation and engagement of words or concepts that exude criticality yet are frequently used superficially. For Africans (globally), conceived by unfavorable imaginations, critical reflection is vital to enable them to engage in deep, reflective analysis of their thoughts, actions, and experiences. Having been dislocate…
“African magic” or “African science”
African ideas, science, technology, scholarship and worldviews have been disproportionately displaced and marginalized in relevant global dialogues. In academic circles, African methods of knowing have been questioned, undervalued, mocked, misconstrued, and disregarded, causing apprehension. These negative attitudes are internalized via the educational system, stifling agency and conditioning African learners to rely on technology from outside so…
Reflections on Higher Education in Ghana and Peter Ekeh’s Two Publics
Peter Ekeh (1975) theorizes in “Colonialism and the Two Publics in Africa: A Theoretical Statement” that, primarily, two publics emerged out of European colonialism in Africa—the primordial public (akin to the ethnic groupings) and the civic public (the state and its bureaucracies). Contrasting dispositions and moral etiquettes are exhibited toward these publics; positing that, while the primordial is seen as vulnerable, and thus nurtured, the ci…
Lifelong education trajectories and futures in Ghana
This paper examined lifelong education and learning trajectories and issues of policy, ideology and practice that have underpinned the implementation of adult literacy and adult learning education strategies within a lifelong learning perspective in Ghana. Using documentary analysis, the paper noted that although the concept of lifelong education/learning has been used in some national development documents and educational policies, Ghana has no …
Rastafari and Reggae Music as Tools for Critical Pedagogy in the African Academe
Reggae music emerged in the 1960s, an era of intense anti-colonial and anti-imperialist sentiments and struggles. Having originated in Jamaica, a jurisdiction where Africans had been enslaved, the genre has a tradition of social criticisms, especially the depravity that asymmetrical power relations extend to Africans globally. Through its Rastafari influences, reggae offers an avenue for redemptive philosophies and complex frameworks to waken con…
The Elite, Elitism, and Ensuing Conversations in Ghana’s Higher Education
Contemporary higher education in Ghana and many parts of Africa has European colonial antecedents. In spite of the many goals that it aspired to achieve, a preoccupation was to nurture an elite group. Though widely used, the concept of elite and elitism is vague and hardly conceptualized. It hoovers from status—occupants of the apex or top echelons of an organization/society, to consumption—people with immense wealth. Influence, on the other hand…
Reflections on Higher Education in Ghana and Peter Ekeh’s Two Publics
Peter Ekeh (1975) theorizes in “Colonialism and the Two Publics in Africa: A Theoretical Statement” that, primarily, two publics emerged out of European colonialism in Africa—the primordial public (akin to the ethnic groupings) and the civic public (the state and its bureaucracies). Contrasting dispositions and moral etiquettes are exhibited toward these publics; positing that, while the primordial is seen as vulnerable, and thus nurtured, the ci…
Reading Lyotard’s postmodern condition with an Afrocentric gaze
Jean-François Lyotard explored ideas about the nature of knowledge, performativity, and other topics in ‘The Postmodern Condition: A Report on Knowledge’ (1984). On the nature of knowledge, Lyotard questioned the totalizing effect of modernity’s grand narratives and the neglect of narrative knowledge. Although Lyotard’s focus is on post-industrial Western countries, some of his ideas appear useful for non-European societies, and in the case of th…
Invoking 're' Towards Potentialities for African Agency in (Re)search
This essay is a provocation that seeks to contribute to the (re)naissance of African-centered scholarship through a critical interrogation and engagement of words or concepts that exude criticality yet are frequently used superficially. For Africans (globally), conceived by unfavorable imaginations, critical reflection is vital to enable them to engage in deep, reflective analysis of their thoughts, actions, and experiences. Having been dislocate…
The Elite, Elitism, and Ensuing Conversations in Ghana’s Higher Education
Contemporary higher education in Ghana and many parts of Africa has European colonial antecedents. In spite of the many goals that it aspired to achieve, a preoccupation was to nurture an elite group. Though widely used, the concept of elite and elitism is vague and hardly conceptualized. It hoovers from status—occupants of the apex or top echelons of an organization/society, to consumption—people with immense wealth. Influence, on the other hand…
Rastafari and Reggae Music as Tools for Critical Pedagogy in the African Academe
Reggae music emerged in the 1960s, an era of intense anti-colonial and anti-imperialist sentiments and struggles. Having originated in Jamaica, a jurisdiction where Africans had been enslaved, the genre has a tradition of social criticisms, especially the depravity that asymmetrical power relations extend to Africans globally. Through its Rastafari influences, reggae offers an avenue for redemptive philosophies and complex frameworks to waken con…
Reflections on Higher Education in Ghana and Peter Ekeh’s Two Publics
Peter Ekeh (1975) theorizes in “Colonialism and the Two Publics in Africa: A Theoretical Statement” that, primarily, two publics emerged out of European colonialism in Africa—the primordial public (akin to the ethnic groupings) and the civic public (the state and its bureaucracies). Contrasting dispositions and moral etiquettes are exhibited toward these publics; positing that, while the primordial is seen as vulnerable, and thus nurtured, the ci…
Lifelong education trajectories and futures in Ghana
This paper examined lifelong education and learning trajectories and issues of policy, ideology and practice that have underpinned the implementation of adult literacy and adult learning education strategies within a lifelong learning perspective in Ghana. Using documentary analysis, the paper noted that although the concept of lifelong education/learning has been used in some national development documents and educational policies, Ghana has no …
“African magic” or “African science”
African ideas, science, technology, scholarship and worldviews have been disproportionately displaced and marginalized in relevant global dialogues. In academic circles, African methods of knowing have been questioned, undervalued, mocked, misconstrued, and disregarded, causing apprehension. These negative attitudes are internalized via the educational system, stifling agency and conditioning African learners to rely on technology from outside so…
Invoking 're' Towards Potentialities for African Agency in (Re)search
This essay is a provocation that seeks to contribute to the (re)naissance of African-centered scholarship through a critical interrogation and engagement of words or concepts that exude criticality yet are frequently used superficially. For Africans (globally), conceived by unfavorable imaginations, critical reflection is vital to enable them to engage in deep, reflective analysis of their thoughts, actions, and experiences. Having been dislocate…
The Dilemmas of an Early Career Afrocentric Academic in Ghana
This study examined the dilemmas encountered by an early career Afrocentric academic as he navigates the complex terrain of identity, tradition, and the politics of knowledge within Ghana’s academia. Drawing on a qualitative research approach that combines critical self-reflection and analysis of academic discourse, the article highlights the multifaceted undercurrents in the quest for Afrocentricity. Unlike existing studies that often focus on d…
Reggae, resistance, agency, and higher education in Africa
Reading Lyotard’s postmodern condition with an Afrocentric gaze
Jean-François Lyotard explored ideas about the nature of knowledge, performativity, and other topics in ‘The Postmodern Condition: A Report on Knowledge’ (1984). On the nature of knowledge, Lyotard questioned the totalizing effect of modernity’s grand narratives and the neglect of narrative knowledge. Although Lyotard’s focus is on post-industrial Western countries, some of his ideas appear useful for non-European societies, and in the case of th…
Political science (8 works) · Sociology (8 works) · Law (5 works) · Politics (5 works) · Social science (5 works) · African cultural and philosophical studies (4 works) · Colonialism (3 works) · Gender Studies (3 works) · Global Educational Policies and Reforms (3 works) · Higher education (3 works)