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In African-Centred Management Education, Professor Abdulai looks critically at the failings of management education in Africa and how that has impacted growth and development efforts, especially at this critical stage in the continent’s positive growth and development trajectory. He concludes that Africa’s current positive economic growth cannot be sustained without a significant contribution from its human capital. He adds that, the outstanding economic record of Asian economies in recent decades dramatically illustrates how important human capital is to growth. These countries lacking natural resources and importing practically all their energy requirements have grown rapidly by relying on a well-trained, educated and conscientious workforce. Professor Abdulai believes that Africa, too, can sustain its current growth and development by effectively combining its abundant natural resources with its human capital to attain its economic development, but this will require an African cadre of well-trained managers at the helm of both private and public sector institutions. For this to become a reality, management education in Africa will have to play a significant role, but the author argues that it cannot be effective by continually mimicking the West in the programmes it delivers. It must come up with innovative and relevant pedagogy that will address the special challenges that the continent faces and deliver an African-centred management education. As well as pointing to the failures of management education in Africa, Abdulai offers suggestions as to how to make management education really contribute to the education of Africans, in order to sustain current and future development.
New Perspectives on African-Centred Education in Canada is the first study of African-centred schooling in the Canadian context. Starting with an in-depth look at the creation of an Africentric public school within the Toronto District School Board, it tells the story of the movement behind that school's creation and lays bare a rich history of activism, organization, and resistance on the part of numerous African Canadian communities and their allies. The book presents a critical overview of the issues facing racialized students and offers a unique vision of African-centred education as a strategy for student engagement and social transformation. The authors, well known public commentators on African-centred education in Canada, offer a comprehensive analysis of the media controversy surrounding African-centred schools, as well as candid reflections on the personal challenges of fighting a largely unpopular battle.
Advocates for integrating liberal arts with management in a new undergraduate curriculum blending technical and analytic acumen with creativity, critical thinking, and ethical intelligence.
This volume brings together leading scholars and practitioners to address the theory and practice of African-centered education. The contributors provide (1) perspectives on the history, methods, successes and challenges of African-centered education, (2) discussions of the efforts that are being made to counter the miseducation of Black children, and (3) prescriptions for—and analyses of—the way forward for Black children and Black communities. The authors argue that Black children need an education that moves them toward leading and taking agency within their own communities. They address several areas that capture the essence of what African-centered education is, how it works, and why it is a critical imperative at this moment. Those areas include historical analyses of African-centered education; parental perspectives; strategies for working with Black children; African-centered culture, science and STEM; culturally responsive curriculum and instruction; and culturally responsive resources for teachers and school leaders.
Calling for the transformation of undergraduate education, Thomas and Harney argue that the liberal arts should be integrated into the traditional management curriculum to blend technical and analytic acumen with creativity, critical thinking, and ethical intelligence. In describing their vision for a new liberal management education, the authors demonstrate how a holistic pedagogy that does not sacrifice one wealth of learning for another instead encourages participation and integration to the benefit of students and society. Global in sweep, the book provides case studies of successfully implemented experimental courses in Asia and Britain, as well as a speculative chapter on how an African liberal management education could take shape, based on African-centred principles and histories. Finally, the book argues that the stakes of this agenda go beyond mere curricular reform and pedagogical innovation and speak directly to the environmental, business, political, and social challenges we face today.
Although change management and therefore effective adaptation to environmental complexity is considered a uniquely human cultural activity, the extensive change management literature is largely based on the experiences of organizations in the advanced economies of the West. As the economies of African countries become increasingly open, African organizations will need to be agile in order to adapt and grow in a dynamic, global environment. Currently, there is a dearth of contextualized knowledge on change management within Africa, but this handbook aims to address this by bringing together a wide range of experts to explore organizational change and change management from an African context. The handbook adopts a multidisciplinary (historical, philosophical, processual, and strategic) perspective as well as empirical accounts of change management. It addresses such issues as: What are the external and internal pressures for change? What is the content and process of change management? What are the essentials of effective change management? How can change management be theorized from an African perspective? What sort of leadership can best align with change management demands in an African context? How do organizations build internal change management capability? It is hoped that answers to these questions contained in the handbook will provide a contextualized understanding of change management which African organizations and scholars can leverage to respond to the threats and opportunities inherent in their increasingly dynamic environment. The handbook should constitute an essential reference for academics, researchers, and advanced students of change management, development studies, and African studies, as well as practitioners.
A vital resource for educators, this collection offers refl ections on and samples of units and lessons with an anti-racism orientation that promote inclusive educational practices for today’s increasingly diverse K–12 classrooms. Engaging with multicentric cultural knowledges and stories, the contributors—consisting of classroom teachers, community workers, and adult educators—present units and lesson plans that challenge the Eurocentricity of curriculum design while also having practical applicability within various North American curricular models. These curriculum designs make space for students’ lived experiences inside the classroom and amplify critical social values, such as community building, social justice, equity, fairness, resistance, and collective responsibility, thereby addressing the issue of youth disengagement and promoting productive inclusion. Rich with sample units and lessons that are grounded in African oral traditions, this ground-breaking resource features critical guiding questions, suggestions for ongoing and culminating classroom activities, templates and resources, and notes to the teacher. Centering African Proverbs, Indigenous Folktales, and Cultural Stories in Curriculum is an essential tool for practising teachers, professional learning providers, and students in education and teaching programs across Canada and the United States.
Brings together international scholars across the social and behavioural sciences and education to address those ethical issues that arise in the theory and practice of research within the technologically advancing and culturally complex world in which we live.
China leads the world when it comes to investment and influence on the African continent. The extent of Chinese investment in Africa is well known and much has been written about China’s foray into Africa. However, most of the available material has approached this issue by looking at China as the ’New Colonialist’ – more interested in Africa’s vast natural resources than working in partnership for sustained development. Whilst China’s interest in Africa’s resources is evident, it is just half of the story. China’s foray into Africa goes beyond its appetite for natural resources and into the realm of geo-politics and international political economics. For example, China is all too aware of how it can cultivate Africa’s support on global issues at the United Nations and at other international fora. Breaking free from the binary arguments and analysis which characterize this topic, Professor Abdulai presents a refreshing perspective that China’s foray into Africa can produce win–win outcomes for China and Africa – if Africans really know what they want from China. Hitherto, each African country has tended to engage China with an individual bucket list; acting in isolation and not as part of a wider continent (indeed Africa and the African Union does not yet have a coordinated policy towards China). For Africa to be able to do that it needs to know where China is coming from, the factors that contributed to its awakening and success, and the benefits and possible pitfalls of this foray, in order to better position itself for a win–win engagement with China. This book will be a valuable read for policy makers, think-tanks and students of Africa-China studies programmes alike.
"Adult education is now considered a mainstream academic discipline in several African countries, and its importance in today's knowledge and "ideas" economies is growing steadily. It is provided by organisations such as public universities, training colleges, corporate universities and employers. The successful operation of educational organisations requires sound leadership and management. Management of Adult Education Organisations in Africa examines African perspectives of managerial leadership, highlighting the importance of management in the design and effective delivery of adult education programmes. The ten chapters in this book focus on the following: Management and diversity; Leadership in adult education organisations; Management approaches in Africa; Human resources development; Organisational development and change; Ubuntu embedded leadership and organisational learning; Planning, implementation and evaluation; Time management in an organisation; Financial management; and The challenges and opportunities of managing adult education organisations. Making explicit reference to African models and understandings of management, chapters in Management of Adult Education Organisations in Africa include a set of learning objectives, definitions of key terms and clearly written summaries of the essential information and discussion points. Additional activities, case studies and suggested reading material help to provide a complete resource for students of management in an adult education context. The book will have special appeal to those wishing to learn about and embark on an educational management career. It will also be a useful reference source to those who are already in positions of management and leadership of educational organisations."--Provided by publisher.