Why study higher education and capacity building in Africa? an introduction

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  • Hanne Kirstine Adriansen
  • Lene Møller Madsen, Institut for Naturfagenes Didaktik, Danmark
  • Stig Jensen, Københavns Universitet, TEO Center for afrika, Danmark
The chapter begins by arguing why it is interesting to study higher education and capacity building in Africa. Without essentialising Africa, we wish to contribute to a better understanding of the multi-faceted and dynamic development of contemporary universities in Africa. Then we explain our innovative approach to higher education and capacity building, namely by studying this through ‘geographies of knowledge’. This is an interdisciplinary field that pays attention to the ways scientific knowledge is produced and consumed with a special focus on geography. By using a geographical approach for exploring the current and future development of teaching and knowledge production in Africa, we want to explore how scientific knowledge is negotiated and contested in parallel to societal changes in general and capacity building in particular, and thus how scientific knowledge becomes local. Then we position the book and its authors before the structure of the book is presented together with a short presentation of the case-based chapters, organised in three parts. These are Part I: Capacity building of African universities – asymmetrical power relations? Part II: Researching and teaching climate change in Africa – whose reality counts? And Part III: Creating and using academic knowledge in Africa – decolonising research?
OriginalsprogEngelsk
TitelHigher education and capacity building in Africa : the geography and power of knowledge under changing conditions
RedaktørerHanne Kirstine Adriansen, Lene Møller Madsen, Stig Jensen
Antal sider11
UdgivelsesstedLondon
ForlagRoutledge
Udgivelsesår8 nov. 2015
Udgave1.
Sider1-11
Kapitel1
ISBN (trykt)978-1-138-83815-4
ISBN (Elektronisk)978-1-315-73462-0
StatusUdgivet - 8 nov. 2015
SerietitelRoutledge Studies in African Development

    Forskningsområder

  • Higher Education, capacity building, post-colonialism, geography of knowledge, Life-history, Videregende uddannelse, Uddannelsespolitik, Samfund/samtid

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