Abstract
In this chapter, the cultivation of an African philosophy of higher education is addressed more conceptually concerning claims iterations, co-belonging, critique, reflexivity, and intellectual activism. Firstly, the notion of the African philosophy of education is examined along the afore-mentioned lines; secondly, it is elucidated how such a philosophy of education can advance higher pedagogy concerning teaching and learning. Thirdly, it is shown how an African philosophy of higher education is inextricably connected to the enhancement of intellectual, social and political activism, particularly how it intertwines with notions of equality, equity, freedom and justice within higher education. Thus, a philosophy of higher education is genuine and enframes higher education as a pedagogical space for resistance, critique, deliberative iterations, autonomy, and intellectual activism. Put differently, an African philosophy of higher education is not only concerned with thinking and justification but expands into notions of democratic engagement, citizenship, and activism. When the latter is present, African philosophy of higher education has a real chance of manifesting ubiquitously in higher pedagogical actions, mostly teaching and learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
