Coloniality of Knowledge, Hybridisation, and Indigenous Survival: Exploring Transnational Higher Education Development in Africa from the 1920s to the 1960s

Autor/inn/en	Poloma, Asabe W.; Szelényi, Katalin
Titel	Coloniality of Knowledge, Hybridisation, and Indigenous Survival: Exploring Transnational Higher Education Development in Africa from the 1920s to the 1960s
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 4, S.635-653 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1445962
Schlagwörter	Educational History; Foreign Policy; Case Studies; Indigenous Populations; Educational Change; Higher Education; Educational Development; Guidelines; International Education; Educational Practices; Foreign Countries; Cultural Influences; International Educational Exchange; Partnerships in Education; Foreign Students; College Faculty; College Students; Study Abroad; Educational Philosophy; Ghana; Algeria; United Kingdom; United States + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Außenpolitik; Case study; Fallstudie; Case Study; Sinti und Roma; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung; Richtlinien; Internationale Erziehung; Bildungspraxis; Ausland; Cultural influence; Kultureinfluss; Internationaler Austausch; Hochschulpartnerschaft; Fakultät; Collegestudent; Studies abroad; Auslandsstudium; Bildungsphilosophie; Erziehungsphilosophie; Algerien; Großbritannien; USA
Abstract	This historical multi-case study uses the concepts of coloniality of knowledge, critical hybridity, and indigeneity in examining higher education development in Africa through the efforts of Nnamdi Azikiwe of Nigeria and Kwame Nkrumah of Ghana, two educational reformers and former international students in the USA. We develop a framework for examining how transnational interactions between the Global North and the Global South shape higher education development. Implications are presented for the importance of flexible theoretical understandings of transnational higher education interactions as well as higher education practices in international student and scholar exchange and other transnational higher education engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01