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No attempt to define the Mediterranean as a region can overlook the multiplicity of political, religious and social forces at work along its shores. Responding to changes in the global and regional environment these forces have interacted in complex ways, as evidenced by their impact on the social, cultural, and political life of the states comprised between the covers of this collaborative volume. The peculiarity of the Mediterranean, as has been noted time and again, lies in its geographical position as a “sea in the middle of the land”, where different religions and cultures vie for recognition and self-expression. In the wake of the popular uprisings that have inflamed the region, beginning in Tunisia in December 2010, a drastic reorganisation of their respective state systems is coming into focus in Tunisia, Egypt, and Libya. Though their paths do not run along parallel lines, they share a common denominator: the determination of their people to become the masters of their destinies, and to do so by grappling with new forms of democracy. Almost five years later, after their rulers became the target of violent mass protests, Tunisia, Egypt and Libya are going through an exceptionally difficult transition, trying to accommodate their nascent constitutional forms to the new forces inspired by the Arab Spring.
Adaptation of universities of colonial days to the modern social and cultural climate of Africa, based on author's experiences as chairman of a special commission in Nigeria.
This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1986.
In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy.
A narrative history of America's deadliest episode of race riots and lynchings After World War I, black Americans fervently hoped for a new epoch of peace, prosperity, and equality. Black soldiers believed their participation in the fight to make the world safe for democracy finally earned them rights they had been promised since the close of the Civil War. Instead, an unprecedented wave of anti-black riots and lynchings swept the country for eight months. From April to November of 1919, the racial unrest rolled across the South into the North and the Midwest, even to the nation's capital. Millions of lives were disrupted, and hundreds of lives were lost. Blacks responded by fighting back with an intensity and determination never seen before. Red Summer is the first narrative history written about this epic encounter. Focusing on the worst riots and lynchings—including those in Chicago, Washington, D.C., Charleston, Omaha and Knoxville—Cameron McWhirter chronicles the mayhem, while also exploring the first stirrings of a civil rights movement that would transform American society forty years later.
This book surveys the history of higher education—principally universities—in Africa. Its geographical coverage encompasses the entire continent, from Afro-Arab Islamic Africa in the north to the former apartheid South Africa in the south, and the historical time span ranges from the Egyptian civilization to the present. Since little has been written on this topic, particularly its historical component, the work fills an important gap in the literature. The book delineates the broad contours of the history of higher education in Africa in exceptional historical breadth, voluminously documenting its subject in the text, detailed footnotes, and lengthy appendices. Its methodological approach is that of critical historiography in which the location of the African continent in world history, prior to the advent of European colonization, is an important dimension. In addition, the book incorporates a historical survey of foreign assistance to the development of higher education in Africa in the post-independence era, with a substantive focus on the role of the World Bank. It has been written with the following readership in mind: those pursuing courses or doing research in African studies, studies of the African Diaspora, and comparative/international education. It should also be of interest to those concerned with developing policies on African higher education inside and outside Africa, as well as those interested in African Islamic history, the development of higher education in medieval Europe, the contributions of African Americans to African higher education, and such controversial approaches to the reading of African history as Eurocentrism and Afrocentrism.
Besides the ongoing concern with the epistemological and theoretical hegemony of the West in African academic practice, the book aims at understanding how knowledge is produced and controlled through the interplay of the politics of knowledge and current intellectual discourses in universities in Africa. In this regard, the book calls for African universities to relocate from the position of object to subject in order to gain a form of liberated epistemological voice more responsive to the social and economic complexities of the continent. In itself, this is a critical exposé of contemporary practices in knowledge advancement in the continent. Broadly the book addresses the following questions: How can African universities reinvent knowledge production and dissemination in the face of the dominant Eurocentricism so pervasive and characteristic of academic practice in Africa to enhance their relevance to the contexts in which they operate? How can such change, particularly at knowledge production and distribution levels, be undertaken, without falling into an intellectual and discursive ghettoization in the global context? What then is the role of academics, policy makers and curriculum and program designers in dealing with biases and distortions to integrate policies, knowledge and pedagogy that reflect current cultural diversity, both local and global? Against this backdrop, while some contributions in this book argue that emancipatory epistemic voice in African universities is not yet born, or it is struggling with little success, many dissenting voices charge that if Africans do not take responsibility and construct knowledge strategies for their own emancipation, who will?