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This volume investigates alternative epistemological pathways by which knowledge production in Africa can proceed. The contributors, using different intellectual dynamics, explore the existing epistemological dominance of the West—from architecture to gender discourse, from environmental management to democratic governance—and offer distinct and unique arguments that challenge the denigration of the different and differing modes of knowing that the West considered “barbaric” and “primitive.” This volume therefore constitutes a minimal gesture that further contributes to the ongoing discourse on alternative modes of knowing in Africa.
This volume investigates alternative epistemological pathways by which knowledge production in Africa can proceed. The contributors, using different intellectual dynamics, explore the existing epistemological dominance of the West-from architecture to gender discourse, from environmental management to democratic governance-and offer distinct and unique arguments that challenge the denigration of the different and differing modes of knowing that the West considered "barbaric" and "primitive." This volume therefore constitutes a minimal gesture that further contributes to the ongoing discourse on alternative modes of knowing in Africa. .
This volume investigates alternative epistemological pathways by which knowledge production in Africa can proceed. The contributors, using different intellectual dynamics, explore the existing epistemological dominance of the West—from architecture to gender discourse, from environmental management to democratic governance—and offer distinct and unique arguments that challenge the denigration of the different and differing modes of knowing that the West considered “barbaric” and “primitive.” This volume therefore constitutes a minimal gesture that further contributes to the ongoing discourse on alternative modes of knowing in Africa.
This book pulls literature together to examine the quality of climate governance based in the experience of Global South regions—Africa, Latin America, and Caribbean. While these regions are resilient, the IPCC 2022 Report indicates that the effects of climate change are crippling their thinly structured governance systems and limited capacities. For example, in addition to environmental devastation, loss of life, and livelihoods, these regions have endured most of the “loss and damage” due to climate change impacts. How are they responding? What are the outcomes? And where do they go from here? Given this background, the book’s goal is to question assumptions about climate governance patterns, systems, institutions, and processes in these regions, using comparative analytical techniques while distilling information about policy outcomes that other approaches do not provide. It argues that these regions and individual countries within them have a lot to learn from and about each other rather than look to the Global North and wealthy countries for economic, political, and administrative models that hardly match their lived experience and ontological outlooks. In doing so, it aspires to promote a fruitful South-South policy-related dialogue via scholarly exchanges and also contribute to advance the study and practice of international and comparative public administration. From this perspective, scholars, researchers, educators, public managers, and practitioners will find the book relevant to and useful for their respective endeavors.
This volume interrogates global health and especially the scourge of the COVID-19 pandemic, and the role that science has played in mitigating the human experiences of pandemics and health over the centuries. Science, and the scientific method, has always been at the forefront of the human attempt at undermining the virulent consequences of sicknesses and diseases. However, the scientific image of humans in the world is founded on the presumption of possessing the complete understanding about humans and their physiological and psychological frameworks. This volume challenges this scientific assumption. Global health denotes the complex and cumulative health profile of humanity that involves not only the framework of scientific researches and practices that investigates and seeks to improve the health of all people on the globe, but also the range of humanistic issues - economic, cultural, social, ideological - that constitute the sources of inequities and threat to the achievement of a positive global health profile. This volume balances the argument that diseases and pandemics are human problems that demand both scientific and humanistic interventions.
This volume compares the western ideas of knowledge with the African. It aims at creating a mirror through which the western knowledge culture can look at itself through an unusual and interesting angle. The culture of Sub-Saharan Africa is the substance from which we, in this book, have tried to construe an epistemological mirror.
This book focuses on African metaphysics and epistemology, and is an exercise in decoloniality. The authors describe their approach to "decoloniality" as an intellectual repudiation of coloniality, using the method of conversational thinking grounded in Ezumezu logic. Focusing specifically on both African metaphysics and African epistemology, the authors put forward theories formulated to stimulate fresh debates and extend the frontiers of learning in the field. They emphasize that this book is not a project in comparative philosophy, nor is it geared towards making Africa/ns the object/subjects of philosophy. Rather, the book highlights and discusses philosophical insights that have been produced from the African perspective, which the authors argue must be further developed in order to achieve decoloniality in the field of philosophy more broadly.
This book thus explores the role of African epistemologies in addressing the myriad challenges posed by the inclusive education system in Africa and other contexts. In recent years, the shift from special education to inclusive education has had a significant impact on the provision of education and the education system as a whole in Africa. The impact has been felt in all institutions of learning from low to high, public and private, government, and across departments of education. Inclusive education, if shaped correctly by using African epistemologies, would empower learners to attain the relevant skills, knowledge, values, and attitudes for their own intellectual growth and personal development.
The modern works on African philosophy have not been integrated and fully connected to Africa's antiquity in order to provide a foundational unity for further intellectual refinement. The philosophical dimensions of humanism, Nkrumah's concept of categorial conversion, African concepts of duality, polarity, unity, continual creation and democratic ideals must be shown their African-centered origins. In considering African philosophy, there arise conceptual and logical gaps that require the development of fundamental cognitive unity from the available data with judicious interpretation and restructuring in order to define the parameters of African philosophical unity that will allow these gaps to be closed for intellectual continuity. This monograph is devoted to the establishment of the foundations for the development of Africa's intellectual continuity and cognitive unity from antiquity to the present. Its main premise is that there is African philosophy with its own method of reasoning, analysis and synthesis. The monograph initiates self-contained philosophical foundations for African intellectual unity that is required to support African cultural unity, African personality, African essence and humanism needed for the creation of Greater Africa that is implied by African Union. These philosophical foundations, it is argued, formed the thinking system for Africa's social construct, law, economics, politics and governance of empires, kingdoms and social units that have come to pass. These philosophical foundations constitute the thinking system that must guide current and future Africa's socioeconomic dynamics. The monograph discusses also Africa's contributions to the global intellectual heritage by showing the relationships among foundations of African philosophical tradition and other philosophical systems that lead to rediviva Africana. It presents the principles of cognitive unity and continuity on the held position that without clearly developed Africa's philosophical foundations from its antiquity providing intellectual unity and cognitive continuity complete emancipation of Africa will be a mere mimicking of intellectual faults of other nations and philosophical systems. The research by African scholars and others on specific philosophical thoughts from different areas of Africa is useful materials that must be integrated into cognitive unity by accepting those that fit and rejecting those that do not fit by a defined logical process. Mindful of this, a case is thus made in this monograph for African cognitive unity and supporting reasoning methods. The system of ideas and perceptive interpretations of relevant data is, here, referred to as Africentricity, and its philosophical foundations that project thought as polyrhythmicity while the study of logic of reasoning about methodological and epistemic problems of polyrhythmicity and Africentricity is referred to as polyrhythmics. On practical level these philosophical foundations are shown to support the conceptual basis of Nguzo Saba (the Seven Principles of Kwanzaa). The monograph would be of interest to philosophers in general, professionals, researchers and students engaged in African philosophy, African studies, Black studies, socio-political philosophy and those interested in knowing the thinking system on the basis of which African essence arises and African social formations were constructed and governed from antiquity.