Capacity-Building Projects in African Higher Education: Issues of Coloniality in International Academic Collaboration

Autor/inn/en	Adriansen, Hanne Kirstine; Madsen, Lene Møller
Titel	Capacity-Building Projects in African Higher Education: Issues of Coloniality in International Academic Collaboration
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 12 (2019) 2, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
Schlagwörter	Capacity Building; International Cooperation; Educational Cooperation; Foreign Policy; Power Structure; Universities; Higher Education; Stakeholders; Teaching Methods; Learning Processes; Correlation; Educational Quality; Curriculum Development; Research Methodology; Educational Change; Change Strategies; Foreign Countries; Africa; Denmark; Norway; Sweden; Finland + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Außenpolitik; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Korrelation; Quality of education; Bildungsqualität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research method; Forschungsmethode; Bildungsreform; Lösungsstrategie; Ausland; Afrika; Dänemark; Norwegen; Schweden; Finnland
Abstract	This article studies issues of coloniality in so-called capacity-building projects between universities in Africa and Scandinavia. Even fifty years after independence, the African higher education landscape is a product of the colonial powers and subsequent uneven power relations, as argued by a number of researchers. The uneven geography and power of knowledge exist also between countries that were not in a direct colonial relationship, which the word coloniality implies. Based on interviews with stakeholders and on our own experiences of capacity-building projects, this article examines how such projects affect teaching, learning, curriculum, research methodology and issues of quality enhancement. We analyse the dilemmas and paradoxes involved in this type of international collaboration and conclude by offering ways to decolonise capacity-building projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01