"African Magic" or "African Science": Issues of Technology in African Higher Education

Autor/in	Amuzu, Delali
Titel	"African Magic" or "African Science": Issues of Technology in African Higher Education
Quelle	In: British Journal of Educational Technology, 54 (2023) 6, S.1505-1519 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amuzu, Delali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13357
Schlagwörter	African Culture; Disadvantaged; Indigenous Knowledge; Innovation; Creativity; Technology; Higher Education; Sense of Community; Informal Education; Teaching Methods; Self Concept; Foreign Countries + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Kreativität; Technologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informelle Bildung; Nichtformale Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Ausland
Abstract	African ideas, science, technology, scholarship and worldviews have been disproportionately displaced and marginalized in relevant global dialogues. In academic circles, African methods of knowing have been questioned, undervalued, mocked, misconstrued, and disregarded, causing apprehension. These negative attitudes are internalized via the educational system, stifling agency and conditioning African learners to rely on technology from outside sources, resulting in the exteriorization of innovation and creativity. African inventiveness becomes "African magic" with no real desire to interrogate, explain, or grasp its basic mechanics. This article contends that technology and creative imaginations exist in African societies. The task, however, remains the exploration and integration of African knowledge systems into higher education. The study aims to demonstrate how the interaction of two components of traditional African education--a sense of community and informal learning--could assist in the embrace, facilitation, and mainstreaming of marginalized African technologies. Although the paper may appear eclectic, it is intended to conscientiously push the paradigm that technology has been integral to African education. Regardless of Africa's technical challenges, salvation does not lie in excessive external reliance but rather in investing and building on Indigenous African knowledges/practices in order to establish an African technological identity. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01