José Cossa
Dados Biográficos
| ID | 238703 |
|---|---|
| NOME | José Cossa |
| PRENOMES | José |
| SOBRENOME | Cossa |
| ASSINATURA | COSSA J |
| AFILIAÇÕES | Pennsylvania State University |
| ORCID | 0000-0002-9586-4287 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Building Sustainable Futures Through CBET
Modernist education and the myth of development in Africa
Arguments that link education to development are overwhelmingly rooted in functionalism as a grand theory and lean heavily on modernisation and human capital theory, with the assumption that African societies must be modernised and that education paves the way to a modernised Africa. However, the concept of what is modern and what constitutes valid and viable ways of modernising often conform to Western notions of modernity, emphasising the human…
‘uMuntu nguMuntu ngaBantu’
The core question in this article is whether, or not, uBuntu and Humanism can simultaneously inform a pursuit of an equitably infused global epistemological orientation and, consequently, an equitably infused global (philosophy of)1 education. I argue that uBuntu and Humanism are not compatible at the very core of their ontological, axiological, and epistemological nature, and thus, might present an epistemological challenge to any attempt to dev…
Eduardo Mondlane
Anchored on Mondlane’s biological mother’s advice that he ought to ‘go to school in order to understand the witchcraft of the white man, thus being able to fight against him’ and on the argument that what he learned as a child informed his learning as an adolescent and as an adult, this study developed a profile of Eduardo Mondlane as a lifelong learner, adult educator, and African scholar-revolutionary. The study is based on a critical documenta…
Toward Building Strategic International University-Society Partnerships in Africa
In order to redefine the university-society relationship, African universities aspire to forge new partnerships with local, national, regional, and international actors. Employing a critical review of the literature and an analysis of the strategic plans of regional African organisations and African universities, this study explores the challenges and opportunities of creating strategic university–society partnerships in Africa. Against a backdro…
Modernity’s University, Social Justice, and Social Responsibility
Centered on the experience of Eduardo Mondlane in three universities in the United States, this article highlights the importance of universities to assume a social responsibility stance that is critical of its philosophical foundation and roots itself on perceptions of human beyond the current cartesian ethos. Conceptually, the article centers its discourse on the divergent conceptualizations of human drawn from humanism and uBuntu, as foundatio…
Cosmo-Ubuntu
CITATION: \nCossa, J., Le Grange, L., & Waghid, Y. (2020). Cosmo-ubuntu: Toward a new (exterior to modernity) theorizing about the human, the cosmos, and education. Comparative Education Review, 64(4), 753-756. https://doi.org/10.1086/710771
Power
African Renaissance and Globalization
Power Dynamics in International Negotiations toward Equitable Policies, Partnerships, and Practices
Based on lessons learned from examining the relationship between several international organizations and African higher education, this paper unveils the subtleties and complexities of power dynamics in negotiations, provides illustrative cases to enhance such understanding, discusses the implications of power dynamics in negotiations over higher education policy, and provides a glimpse at the necessary ingredients to build sustainable and health…
African Renaissance and Globalization
This article explores the interaction between Globalization and the African Renaissance. Its main concern is twofold: to engage the intellectual and policy communities in further reflection about the intricacy and complexity of this interaction; and, consequently, to challenge these communities to exercise more caution when creating and adopting policies and action plans for Africa under the pressure of globalization. The paper (a) employs a conc…
African Renaissance and Globalization
This article explores the interaction between Globalization and the African Renaissance. Its main concern is twofold: to engage the intellectual and policy communities in further reflection about the intricacy and complexity of this interaction; and, consequently, to challenge these communities to exercise more caution when creating and adopting policies and action plans for Africa under the pressure of globalization. The paper (a) employs a conc…
African Renaissance and Globalization
African Renaissance and Globalization
This article explores the interaction between Globalization and the African Renaissance. Its main concern is twofold: to engage the intellectual and policy communities in further reflection about the intricacy and complexity of this interaction; and, consequently, to challenge these communities to exercise more caution when creating and adopting policies and action plans for Africa under the pressure of globalization. The paper (a) employs a conc…
Power Dynamics in International Negotiations toward Equitable Policies, Partnerships, and Practices
Based on lessons learned from examining the relationship between several international organizations and African higher education, this paper unveils the subtleties and complexities of power dynamics in negotiations, provides illustrative cases to enhance such understanding, discusses the implications of power dynamics in negotiations over higher education policy, and provides a glimpse at the necessary ingredients to build sustainable and health…
African Renaissance and Globalization
Power
Cosmo-Ubuntu
CITATION: \nCossa, J., Le Grange, L., & Waghid, Y. (2020). Cosmo-ubuntu: Toward a new (exterior to modernity) theorizing about the human, the cosmos, and education. Comparative Education Review, 64(4), 753-756. https://doi.org/10.1086/710771
Modernity’s University, Social Justice, and Social Responsibility
Centered on the experience of Eduardo Mondlane in three universities in the United States, this article highlights the importance of universities to assume a social responsibility stance that is critical of its philosophical foundation and roots itself on perceptions of human beyond the current cartesian ethos. Conceptually, the article centers its discourse on the divergent conceptualizations of human drawn from humanism and uBuntu, as foundatio…
Toward Building Strategic International University-Society Partnerships in Africa
In order to redefine the university-society relationship, African universities aspire to forge new partnerships with local, national, regional, and international actors. Employing a critical review of the literature and an analysis of the strategic plans of regional African organisations and African universities, this study explores the challenges and opportunities of creating strategic university–society partnerships in Africa. Against a backdro…
‘uMuntu nguMuntu ngaBantu’
The core question in this article is whether, or not, uBuntu and Humanism can simultaneously inform a pursuit of an equitably infused global epistemological orientation and, consequently, an equitably infused global (philosophy of)1 education. I argue that uBuntu and Humanism are not compatible at the very core of their ontological, axiological, and epistemological nature, and thus, might present an epistemological challenge to any attempt to dev…
Eduardo Mondlane
Anchored on Mondlane’s biological mother’s advice that he ought to ‘go to school in order to understand the witchcraft of the white man, thus being able to fight against him’ and on the argument that what he learned as a child informed his learning as an adolescent and as an adult, this study developed a profile of Eduardo Mondlane as a lifelong learner, adult educator, and African scholar-revolutionary. The study is based on a critical documenta…
Modernist education and the myth of development in Africa
Arguments that link education to development are overwhelmingly rooted in functionalism as a grand theory and lean heavily on modernisation and human capital theory, with the assumption that African societies must be modernised and that education paves the way to a modernised Africa. However, the concept of what is modern and what constitutes valid and viable ways of modernising often conform to Western notions of modernity, emphasising the human…
Building Sustainable Futures Through CBET
Sociology (9 obras) · Political science (8 obras) · Law (6 obras) · Economics (4 obras) · African cultural and philosophical studies (3 obras) · Art history (3 obras) · Global Educational Policies and Reforms (3 obras) · History (3 obras) · Law (3 obras) · Modernity (3 obras)