Between the public intellectual and the scholar

Decolonization and some post-independence initiatives in African higher education

Datos Bibliográficos

ID5846401
AutoresMahmood Mamdani (0000-0003-1226-1016, autor de correspondencia)
Año2016
Volumen17
Número1
Páginas68-83
Fecha de publicación2016-01-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaInter-Asia Cultural Studies (JOURNAL)
Identificadores de la revistaISSN: 1464-9373 • E-ISSN: 1469-8447
EditorialRoutledge (PUBLISHER • GB)
DOI10.1080/14649373.2016.1140260
OpenAlexW2324469434
IdiomaEN
Citas recibidas89
Referencias citadas6

This article focuses on epistemological decolonization, including knowledge production and its institutional locus - the university - in the post-independence African context. The article begins by problematizing both the concept and the institutional history of the university, in its European and African contexts, to underline the specifically modern character of the university as we know it and its genesis in post-Renaissance Europe. Against this background, the article traces post-independence reform of universities in Africa, which is unfolding in two waves: the first on access, Africanization, generating a debate between rights and justice; and the second on institutional reform, epitomized by the debate around disciplinarity. At the same time, the notions of excellence and relevance have functioned as code words, each signaling a different trajectory in the historical development of the university. Lastly, the article explores the role and tension between the public intellectual and the scholar from the perspective of decolonization

African Renaissance · Excellence · Independence · African cultural and philosophical studies · Global Educational Policies and Reforms