Abstract
In the so-called African millennium, it is perhaps excusable to pretend that African scholarship has come of age. Almost 20 years after the seminal article by Professor Thandika Mkandawire, which proffered a generational profile of the African scholar, it is perhaps opportune now to revisit the subject. Following on this historical masterpiece, the present article seeks to present a critique of what has become the hallmark of African scholarship albeit from a narrow South African perspective. It does so by taking into account some of the factors (good or bad) responsible for the status quo. A random sample of academic articles, including interviews with a number of African scholars, was used to formulate the argument in this article. A critique of the human capital in selected South African universities was also essential in completing a picture of academic progress or lack thereof. While not undermining the milestones reached, a kind of introspective reflection on the state of African scholarship can only aid the advancement of African knowledge enterprise; hence this installment.
Highlights
Several scholars have commented on the state of African scholarship spanning the last five decades or so (Adejunmobi 2009; Man Singh Das 1079; self- citation 2012, 2013; Mkandawire 1995; Obichere 1976)
Besides the establishment of relatively newer African universities, triggered Africa-centred political ideas responsible for the emergence of African nationalism, African renaissance and Pan Africanism (Rafapa 2005). It was rather in its context within and/or relevance to the African socio-political condition that African scholarship found its vivid expression – a feat achieved to some greater measure in the Humanities and the Social Sciences spheres
Guiding questions include in which category would you place yourself as an African academic? Where did you pursue your senior degree(s), and why the choice(s)? What was the political environment at the time? Can you summarise your rise to your current position both as a professor and as an administrator? How would you characterise your supervisor’s/promoter’s role? How different are you to your previous promoter(s), and, generally, what drives your academic work?
Summary
Several scholars have commented on the state of African scholarship spanning the last five decades or so (Adejunmobi 2009; Man Singh Das 1079; self- citation 2012, 2013; Mkandawire 1995; Obichere 1976). This in part explains the academic token sensitivities that were to follow Such developments, besides the establishment of relatively newer African universities, triggered Africa-centred political ideas responsible for the emergence of African nationalism, African renaissance and Pan Africanism (Rafapa 2005). Acta Academica / 2016:2 to all academic activities by such a people, and primarily for the benefit of the African continent While it is not the intention of this article to go on the racial or territorial tangent in an effort to define the concept ‘African’, it is safe to argue that according to many scholars including Cornel West (1993) or Reid and Radhakrishnan (2003) race matters after all. This article begins by reiterating, albeit in a summary form, the collective profile of the third generation of African academics, which, according to Mkandawire (1995), represents the foundation of home-grown African scholarship. Guiding questions include in which category would you place yourself as an African academic? Where did you pursue your senior degree(s), and why the choice(s)? What was the political environment at the time? Can you summarise your rise to your current position both as a professor and as an administrator? How would you characterise your supervisor’s/promoter’s role? How different are you to your previous promoter(s), and, generally, what drives your academic work?
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