Proceedings of 8th International Conference on Appropriate Technology, Songhaï Center, Porto-Novo, Benin, November 22-25, 2018, 2018
The growing consensus is that the legacy of colonialism greatly influenced and currently shapes t... more The growing consensus is that the legacy of colonialism greatly influenced and currently shapes the process of knowledge production in Africa. This viewpoint holds that while colonialism ushered African societies into modernity, according to the European model, it had also been responsible for suppressing local knowledge traditions and altering their development path. On the other hand, endogenous knowledge has become an important component of bottom-up approaches to strengthening sustainable development processes. The debates on sustainability and rural development in late 1990s brought about the realisation that a different type of knowledge production is required to link scientific and other forms of knowledge. In this paper 1 , ideas generated in the long history of decolonisation debates as well as the shorter one on endogenous knowledge are used to explore the central question of whether the concept of endogenous knowledge can contribute to decolonising higher education. Three countries feature prominently in this exploration-Tanzania, South Africa, and Sudan. While the paper skims the surface of what exists in and around the two areas of study, decolonisation and endogenous knowledge, it contributes to thinking about a decolonising and development approach to education. With a legacy like Rodney's, and new social movements like that led by students in South Africa, it is possible to imagine a better future for the African university.
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Papers by Gada Kadoda