Decolonizing African Studies Pedagogies: Knowledge Production, Epistemic Imperialism and Black Agency (Political Pedagogies)

Chapter 1 “Re-Storying African (Studies) Pedagogies: Decolonizing Knowledge and Centering Black Agency?” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. Resurgent and Insurgent Decolonization of the Twenty-first Century—A Foreword References Acknowledgments Praise for Decolonizing African Studies Pedagogies Contents Notes on Contributors Acronyms and Abbreviations List of Figures List of Tables 1 Re-Storying African (Studies) Pedagogies: Decolonizing Knowledge and Centering Black Agency? Introduction What’s at Stake in Re-Storying African (Studies) Pedagogies? What’s in a Word? Coloniality and Epistemicide Decolonization and Decoloniality, or How Not to (Mis)use the D-word Nativist Decolonization as a Caution? Overview of Chapters In Lieu of Conclusion: Black Agency, Africanity, and Decolonial Afro-Futures References 2 Beyond Reaction: (Re)-Imagining African Agency in the Decolonization of Knowledge Introduction History and Contexts of the Silencing of Knowledge(s) in Africa Coloniality of Knowledge Contradictions of Post-Colonial States and Entanglement with Eurocentrism Sites of Epistemic Resistance in Africa Reimagining Decolonization of Knowledge Beyond Reaction Embracing Indigenous African Knowledge(s) in Recentering Africa Concluding Reflections: Embracing African Indigenous Knowledge Systems in African Studies Pedagogies References 3 Africa, Knowledge Production and Scholarly Prestige Introduction Assessing the Current State of Knowledge Production in Africa A Lack of Critical Reflection in Course Syllabus External Validation, Publishing and Knowledge Production The “Localization of Journals” The Realities and Politics of Language Knowledge Production in a Fragile Context The Research and Development Funding Gap An Alternative Framework References 4 #RepresentationMatters: Unpacking the Prevalence of Whiteness in the Teaching of African Studies Abroad Introduction Theoretical Underpinnings Methods of Data Collection Discussion of Findings Representation Dynamics in the United Kingdom Representation Dynamics in Canadian Universities Representation Dynamics in the United States Concluding Reflections References 5 Constructing Knowledge About Africa in a South African University Classroom: Living Creatively with the Colonial Library Introduction What is Worrying About My Students’ Views? Escaping the Colonial Library Back to the Classroom—Responding to Exclusionary Forms of Essentialism Engaging Creatively with the Colonial Library in the Classroom Conclusion References 6 “Dem European Teachings in My African School”: Unpacking Coloniality and Eurocentric Hegemony in African Education Through Burna Boy’s Monsters You Made Introduction Post-Independence Failures and the Making of the “Monsters” The Impact of Colonialism and Coloniality in Africa Eurocentric Hegemony and African Education Challenges and Possibilities of Epistemic Decolonization in Africa Conclusion References 7 Is Sub-Saharan Africa a Knowledge Society or Economy? Introduction Knowledge Economy and/or Society: Commonly Used Metrics or Indices Global Knowledge Index Global Innovation Index SSA’s Position in Knowledge Economy and/or Society: Commonly Used Metrics or Indices Sub-Saharan Africa: A Different Kind of Knowledge Society or Economy? Epistemic Justice and Implications for African Pedagogies Conclusions References 8 The Perceived Universality of the West and the Silencing of “Africa” in Western Syllabi of International Relations Introduction What is Western About Western IR Coloniality of Knowledge and Epistemic Racism Provincializing Western Knowledge Historicism From Chakrabarty to IR Conclusion: What Westerners Can Do About Coloniality of Knowledge in IR Pedagogy References 9 The Façade of “Transforming” Post-apartheid Universities in South Africa: Towards African-Centred Practices and Processes of Redress Introduction Trends in Transforming Higher Education in South Africa The Façade of Transformation, Transformers, and Being Transformed? Towards African-Centred Practices and Processes of Redress Conclusion References 10 Agency, Africanity, and Some Propositions for Engaged Scholarship On Discourse, Agency, and Ownership On Knowledge, Teaching, and Talking Africa Propositions for Engaged Scholarship References Correction to: Re-Storying African (Studies) Pedagogies: Decolonizing Knowledge and Centering Black Agency? Correction to: Chapter 1 in: N. Andrews and N. E. Khalema (eds.), Decolonizing African Studies Pedagogies, Political Pedagogies, https://doi.org/10.1007/978-3-031-37442-5_1 Index