Revisiting (inclusive) education in the postcolony

Abdulrahman, Hadiza Kere; Adébísí, Folúkẹ́; Nwako, Zibah; Walton, Elizabeth

doi:10.5871/jba/009s1.047

Cited by 15 publications

(8 citation statements)

References 24 publications

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“…The Race Equality Charter may be a helpful framework to assist them in this endeavour. What must be made clear though is that increasing the number of people of colour within UK higher education is insufficient, but rather, as Abdulrahman et al have argued, what is needed is access to an academic environment that values and empowers all members of the university, including people of colour, to avoid subjecting people of colour to hostile environments that result in more pain than nourishment [12]. While individual staff members who work in UK universities may not have the authority to apply to the Race Equality Charter on behalf of their institution, they could still lobby key management personnel in their institutions for greater action towards achieving racial equality, perhaps after checking which awards their own institution currently holds.…”

Section: Discussionmentioning

confidence: 99%

Do UK Universities Care about Hedgehogs More Than People of Colour?

Moosavi¹

2021

Societies

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This article asks whether UK universities care about hedgehogs more than they care about people of colour. This absurd question is based on an analysis which shows that UK universities have had much greater engagement with the Hedgehog Friendly Campus initiative than the Race Equality Charter. A comparison with UK universities’ Athena Swan accreditation also highlights that UK universities appear to have taken much more action in tackling gender inequality than racial inequality. This article is purposefully concise to emphasise the need for more action and less discussion in achieving racial equality in UK universities.

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Section: Discussionmentioning

confidence: 99%

Do UK Universities Care about Hedgehogs More Than People of Colour?

Moosavi¹

2021

Societies

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“…If academic writings are to become 'open dialogues' (see, for example, Abdulrahman et al [2021]) as part of a socially just pedagogy, their genres need to change so that what makes writing academic can include a far greater range of communicative practices.…”

Section: Change 8 Hold Writing As a Socio-academic Practice To Accountmentioning

confidence: 99%

What Makes Writing Academic

Molinari¹

2022

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The 2020-21 have been years of hostile environments; two painful years, exacerbated by COVID-19, climate emergencies, BREXIT, flood and wildfire devastation, political divisiveness, personal loss and heartache. The collective aftermath is still being felt and it will be long-lasting. Somehow, I managed to squeeze this book through the cracks of lockdown, trapped at home, and fortunate to not only have a home but to have one with 'a room of my own' . It was my best friend Felia, to whom I dedicate this monograph, who insisted: 'if not now, then when?' I am indebted to her dogged insistence, over forty years of friendship, that I 'do something' with these ideas! Thanks, Fe x.I would be lost without Luay and Robs. They've had to endure the years of the PhD and now this, more hours at my computer, absent-mindedness in all matters domestic, last-minute and random decisions about what to eat or what to do on a weekend. Between the eye-rolls and theatrical yawns as they listen to me droning on about academic writing and how it could all be so different, they have never stopped repeating 'I am so proud of you' and 'Brava mamma' . I love them with all my being.This monograph germinated and grew from the generous conversations, kind mentoring and vigilant supervision of Professor Patricia Thomson and Professor Andrew Fisher. I am beyond grateful to them, along with my examiners, Professor Gina Wisker and Dr Ian James Kidd, for believing there was something in the way I think about academic writing, both educationally and philosophically, that was worth teasing out. Pat and Andy, you'll recognize most of what we did for the thesis in here (including the stuff you probably weren't so keen on!) but there are also omissions and additions. I could have done more and better, but for now, and given the circumstances, it's the best I could do.Also key to my thinking have been the three people involved in either reviewing the initial proposal or writing the foreword and afterword to this first book. Professor Chrissie Boughey, Dr Fiona English and Professor Suresh Canagarajah, all of whom are luminaries in their fields and have significantly shaped the ways in which I think about academic writing. They are creative, innovative and courageous intellectuals who have stood up for marginalized students and academics throughout their academic trajectories. Thank you for How Did We Get Here? A Selected History

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“…The second article, entitled 'Revisiting (Inclusive) Education in the Postcolony' by Abdulrahman et al (2021), uses a dialogic relational reflexive methodology (Hibbert et al 2014) to argue for inclusive education and knowledge production. The use of a metalogue as a methodological approach allows the contributors to jointly ponder the issues from different perspectives and positionalities, and in a way that honours their individual voices.…”

Section: Decolonising Africa's Research Innovation and Developmentmentioning

confidence: 99%

Repositioning of Africa in knowledge production: shaking off historical stigmas � introduction

Thondhlana¹,

Garwe²

2021

JBA

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Africa is recognised as the cradle of humankind with a proven record of creativity and innovation as evidenced by its great empires and kingdoms. It is thus an enigma that currently Africa contributes only 2% to global knowledge production, a situation that is widely believed to account for its underdevelopment. Even though scholarly disagreement cuts very deep here, it is mostly due to the reasons of the status quo rather than to disputing the poor showing of Africa in global knowledge production. The high quality of articles presented in this supplementary issue showcases our conviction that Africa can indeed shake off historical stigmas and reposition itself as a giant in knowledge production. This editorial introduces the contributions in the issue which interrogates the status quo and explores ways in which knowledge production can be enhanced. Three key thematic approaches are presented: a decolonial approach to legitimising African knowledge based on its needs, culture, and heritage; development of robust knowledge production and quality assurance institutions; and inclusive education and knowledge production.

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Revisiting (inclusive) education in the postcolony

Cited by 15 publications

References 24 publications

Do UK Universities Care about Hedgehogs More Than People of Colour?

Do UK Universities Care about Hedgehogs More Than People of Colour?

What Makes Writing Academic

Repositioning of Africa in knowledge production: shaking off historical stigmas � introduction

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