Curriculum Transformation for the Futuristic Worlds: Design Anthropology for Twenty-First Century African Universities

Abstract

ABSTRACT In their efforts to dissuade Africans from engaging fruitfully on matters of design, including design anthropology, colonialists dismissed the indigenes as only capable of designing witchcraft and sorcery for which they were sadly famed in colonial anthropology. Arguing that twenty-first century African universities need to include design anthropology in the curriculum, this paper contends that the future of anthropology, and of Africa, lies in design as is evident in discourses and practices on designer babies, designer humanoid sex robots, industrial robots, designer robotic spouses, synthetic biology, Artificial Intelligence, human enhancements, nanofabrication, biohacking, gene and genome editing, reverse engineering and rewiring humans, gene and genome deletion, social designs and so on. Drawing on autoethnography and extensive literature review, the paper argues that design anthropology is increasingly becoming relevant in a world that is rethinking modernist designs which are at the core of the Anthropocene. Put differently, design anthropology enables [African] graduates to engage with contemporary, empirical issues of design in a twenty-first-century world where the discipline can only survive by shifting focus from an obsession with sterile discourses about, inter alia, the past and present of African witchcraft, culture, society and sorcery.