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Castells in Africa: Universities and Development collects the papers produced by Manuel Castells on his visits to South Africa, and publishes them in a single volume for the first time. The book also publishes a series of empirically-based papers which together display the multi-faceted and far-sighted scope of his theoretical framework, and its fecundity for fine-grained, detailed empirical investigations on universities and development in Africa. Castells, in his afterword to this book, always looking forward, assesses the role of the university in the wake of the upheavals to the global economic order. He decides the universitys function not only remains, but is more important than ever. This book will serve as an introduction to the relevance of his work for higher education in Africa for postgraduate students, reflective practitioners and researchers. Includes two previously unpublished public lectures and an Afterword by Manuel Castells.
Castells in Africa: Universities and Development collects the papers produced by Manuel Castells on his visits to South Africa, and publishes them in a single volume for the first time. The book also publishes a series of empirically-based papers which together display the multi-faceted and far-sighted scope of his theoretical framework, and its fecundity for fine-grained, detailed empirical investigations on universities and development in Africa. Castells, in his afterword to this book, always looking forward, assesses the role of the university in the wake of the upheavals to the global economic order. He decides the university's function not only remains, but is more important than ever. This book will serve as an introduction to the relevance of his work for higher education in Africa for postgraduate students, reflective practitioners and researchers. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
Well researched and insightful, this volume examines the historical and contemporary discourse on African development and the continent's place in the global economy. This timely resource is suitable for students and policy makers concerned with developme
Networks of Outrage and Hope is an exploration of the new forms of social movements and protests that are erupting in the world today, from the Arab uprisings to the indignadas movement in Spain, from the Occupy Wall Street movement to the social protests in Turkey, Brazil and elsewhere. While these and similar social movements differ in many important ways, there is one thing they share in common: they are all interwoven inextricably with the creation of autonomous communication networks supported by the Internet and wireless communication. In this new edition of his timely and important book, Manuel Castells examines the social, cultural and political roots of these new social movements, studies their innovative forms of self-organization, assesses the precise role of technology in the dynamics of the movements, suggests the reasons for the support they have found in large segments of society, and probes their capacity to induce political change by influencing people’s minds. Two new chapters bring the analysis up-to-date and draw out the implications of these social movements and protests for understanding the new forms of social change and political democracy in the global network society.
From the early 2000s, a new discourse emerged, in Africa and the international donor community, that higher education was important for development in Africa. Within this zeitgeist of converging interests, a range of agencies agreed that a different, collaborative approach to linking higher education to development was necessary. This led to the establishment of the Higher Education Research and Advocacy Network in Africa (Herana) to concentrate on research and advocacy about the possible role and contribution of universities to development in Africa. This book is the final publication to emerge from the Herana project. The project has also published more than 100 articles, chapters, reports, manuals and datasets, and many presentations have been delivered to share insights gained from the work done by Herana. Given its prolific dissemination, it seems reasonable to ask whether this fourth and final publication will offer the reader anything new. This book is certainly different from previous publications in several respects. First, it is the only book to include an analysis of eight African universities based on the full 15 years of empirical data collected by the project. Second, previous books and reports were published mid-project. This book has benefited from an extended gestation period allowing the authors and contributors to reflect on the project without the distractions associated with managing and participating in a large-scale project. For the first time, some of those who have been involved in Herana since its inception have had the opportunity to at least make an attempt to see part of the wood for the trees. Different does not necessarily mean new. An emphasis on the newness of the data and perspectives presented in this book is important because it shows that it is more than a historical record of a donor-funded project. Rather, each chapter in this book brings, to a lesser or greater extent, something new to our understanding of universities, research and development in Africa.
From the early 2000s, a new discourse emerged, in Africa and the international donor community, that higher education was important for development in Africa. Within this ‘zeitgeist’ of converging interests, a range of agencies agreed that a different, collaborative approach to linking higher education to development was necessary. This led to the establishment of the Higher Education Research and Advocacy Network in Africa (Herana) to concentrate on research and advocacy about the possible role and contribution of universities to development in Africa. This book is the final publication to emerge from the Herana project. The project has also published more than 100 articles, chapters, reports, manuals and datasets, and many presentations have been delivered to share insights gained from the work done by Herana. Given its prolific dissemination, it seems reasonable to ask whether this fourth and final publication will offer the reader anything new. This book is certainly different from previous publications in several respects. First, it is the only book to include an analysis of eight African universities based on the full 15 years of empirical data collected by the project. Second, previous books and reports were published mid-project. This book has benefited from an extended gestation period allowing the authors and contributors to reflect on the project without the distractions associated with managing and participating in a large-scale project. For the first time, some of those who have been involved in Herana since its inception have had the opportunity to at least make an attempt to see part of the wood for the trees. Different does not necessarily mean new. An emphasis on the ‘newness’ of the data and perspectives presented in this book is important because it shows that it is more than a historical record of a donor-funded project. Rather, each chapter in this book brings, to a lesser or greater extent, something new to our understanding of universities, research and development in Africa.
Democracy and the Discourse on Relevance Within the Academic Profession at Makerere University is set against the backdrop of the spread of neoliberal ideas and reforms since the 1980s. While accepting that these ideas are rooted in a longer history, the authors reveal how neoliberalism has transformed the university sector and the academic profession. In particular, they focus on how understandings of what knowledge is relevant, and how this is decided, have changed. Taken as a whole, reforms have sought to reorient universities and academics towards economic development in various ways. Shifts in how institutions and academics achieve recognition and status, combined with the flow of public funds away from the universities and the increasing privatisation of educational services, are steadily downgrading the value of public higher education. As research universities adopt user- and market-oriented operating models, and prioritise the demands of the corporate sector in their research agendas, the sale of intellectual property is increasingly becoming a primary criterion for determining the relevance of academic knowledge. All these changes have largely succeeded in transforming the discourse around the role of the academic profession in society. In this context, Makerere University in Uganda has been lauded as having successfully achieved transformation. However, far from highlighting the allegedly positive outcomes of this reform, this book provides worrying insights into the dissolution of Ugandas academic culture. Drawing on interviews with over ninety academics at Makerere University, from deans to doctoral students, the authors provide first-hand accounts of the pressures and problems the reforms have created. Disempowered, overworked and under-resourced, many academics are forced to take on consultancy work to make ends meet. The evidence presented here stands in stark in contrast to the successes claimed by the university. However, as the authors also show, local resistance to the neoliberal model is rising, as academics begin to collaborate to regain control over what knowledge is considered relevant, and wrestle with deepening democracy. The authors careful expos of how neoliberalism devalues academic knowledge, and the urgency of countering this trend, makes Democracy and the Discourse on Relevance Within the Academic Profession at Makerere University highly relevant for anyone working in higher education or involved in shaping policy for this sector.
How wireless technology is redefining the relationship of communication, technology, and society around the world—in everyday work and life, in youth culture, in politics, and in the developing world. Wireless networks are the fastest growing communications technology in history. Are mobile phones expressions of identity, fashionable gadgets, tools for life—or all of the above? Mobile Communication and Society looks at how the possibility of multimodal communication from anywhere to anywhere at any time affects everyday life at home, at work, and at school, and raises broader concerns about politics and culture both global and local. Drawing on data gathered from around the world, the authors explore who has access to wireless technology, and why, and analyze the patterns of social differentiation seen in unequal access.They explore the social effects of wireless communication—what it means for family life, for example, when everyone is constantly in touch, or for the idea of an office when workers can work anywhere. Is the technological ability to multitask further compressing time in our already hurried existence? The authors consider the rise of a mobile youth culture based on peer-to-peer networks, with its own language of texting, and its own values. They examine the phenomenon of flash mobs, and the possible political implications. And they look at the relationship between communication and development and the possibility that developing countries could "leapfrog" directly to wireless and satellite technology. This sweeping book—moving easily in its analysis from the United States to China, from Europe to Latin America and Africa—answers the key questions about our transformation into a mobile network society.
The purpose of this book is to combine perspectives of scholars from Africa on Child Theologies from a variety of theological sub-disciplines to provide some theological and ministerial perspectives on this topic. The book disseminates original research and new developments in this study field, especially as relevant to the African context. In the process it addresses also the global need to hear voices from Africa in this academic field. It wants to convey the importance of considering Africa’s children in theologising. The different chapters represent diverse methodologies but the central and common focus is to approach the subject from the viewpoint of Africa’s children. The individual authors’ varied theological sub-disciplinary dispositions contribute to the unique and distinct character of the book. Almost all chapters are theoretical orientated with less empirical research, although some of the chapters refer to empirical research which the authors have done in the past. Most of the academic literature in the field of Theologies of Childhood is from American or British- European origin. The African context is fairly absent in this discourse, although it is the youngest continent and presents unique and relevant challenges. This book was written by theological scholars from Africa, focussing on Africa’s children. It addresses not only theoretical challenges in this field but also provides theological perspectives for ministry with children and for important social change. Written from a variety of theological sub-disciplines, the book is aimed at scholars across theological sub- disciplines, especially those theological scholars interested in the intersections between theology, childhood studies and African cultural or social themes. It addresses themes and provide insights that is also relevant for specialist leaders and professionals in this field. No part of the book was plagiarised from another publication or published elsewhere before.