"Open Access" and the Fate of Knowledge from Africa: A Theoretical Discussion

Autor/in	Masaka, Dennis
Titel	"Open Access" and the Fate of Knowledge from Africa: A Theoretical Discussion
Quelle	In: Journal of Negro Education, 87 (2018) 4, S.359-374 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.87.4.0359
Schlagwörter	Epistemology; Indigenous Populations; Foreign Countries; Indigenous Knowledge; Educational History; Afrocentrism; Criticism; Western Civilization; Financial Support; Foreign Policy; Material Development; Universities; Scientific Research; Periodicals; Access to Information; Postcolonialism; Publishing Industry; Research Reports; Africa + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Sinti und Roma; Ausland; History of education; Bildungsgeschichte; Afro-centrisme; Afrozentrismus; Kritik; Finanzielle Förderung; Außenpolitik; Lehrmaterialentwicklung; University; Universität; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Post colonialism; Postkolonialismus; Research report; Forschungsbericht; Afrika
Abstract	Open Access, is often understood as referring to the free circulation of research outputs from and to all parts of the planet. It is argued that this definition is deceptive because it ignores the fact that the imposition of the epistemological paradigm of the hegemonic culture on the indigenous people of Africa translates to the partial destruction of their epistemological paradigm. The thesis that this author defends is that Open Access ought to be preceded by the "open production of knowledge." This is necessary so that the research that becomes freely available globally through Open Access genuinely reflects the diversity of its knowledges and producers. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01