CODESRIA STRATEGIC PLAN 2017-2021 - Reaching New Frontiers in Social Science Research and - Knowledge Production for African Transformation


Book Description

Consequently, the Council has its footprints in all parts of the continent and beyond, and has helped shape the ways in which Africans think about governance and development in Africa and the rest of the world. [...] The fall of primary commodity prices, and the disruption of livelihoods, ecosystems, economies, and institutions of governance caused by climate change, epidemics and pandemics such as HIV/AIDs and, more recently the Ebola Virus Disease (EVD), terror attacks, and the conflicts in West and Central Africa, as well as in the Horn of Africa, Sudan and South Sudan, and in Libya, and the economic and go. [...] Epistemology and methodology: The varied approaches to apprehending social realities, the relationship between the apprehension and creation of realities and the distributional and policy consequences of various ways of approaching the process of knowledge reaction will be preoccupations of work undertaken by the initiatives. [...] The overall objective of the activities is to respond creatively, innovatively and in a timely manner to the training needs of African researchers, while encouraging innovation and experimentation in the development of new activities designed to address the constantly changing field of social science research on the continent and beyond. [...] The following considerations will guide the nature of activities and mode of implementation: • The need to decentralize certain activities with the aim of strengthening the role of regional institutions and universities in CODESRIA's activities and ease implementation of programmes; • The need to continue and enrich the focus of the 'CODESRIA Annual Humanities and Social Science Campus' as a platf.







Plan Stratégique


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Production des Connaissances en Sciences Sociales en Afrique


Book Description

This book addresses the epistemological, ethical and methodological challenges faced by African scholars in their research practices. The epistemological domain addresses three interrelated topics: how African university students ethnocentric choice of research topics hampers the production of knowledge; researchers adaptation of their research methods to improve validity; and the challenge of knowledge production on community museums plagued by gross inertia, irregularities, uncooperative gatekeepers and inadequate funding. The methodological domain foregrounds issues around scientific rigour, the criteria for what counts as quality research, and reporting standards. Contributors contend that the use of mixed methods provides the best scope for the effective study and evaluation of social issues. They also detail how better-funded projects tend to improve the respect of ethical standards especially as they pertain to the protection of subjects confidentiality. Self-financed researchers on the other hand tend to be less compliant, a challenge that afflict especially younger and inexperienced researchers. This volume thus contributes not only to a critical understanding of the challenges faced by social scientists in contemporary Africa, but also the prospects and mechanisms on how to improve knowledge production processes.







The Social Sciences and Africa's Future


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Africa's younger generation is often perceived as muted and distant to the struggle for answers and meaning on the continent. Could the perceived silence of the younger generation be explained in part by the deafness of age to the kicks of youth? What can be done to make the younger generation more committed and relevant in the quest for solutions to the challenges of knowledge production and development?







Social and Technological Innovation in Africa


Book Description

This book examines the landscape of sustained investment in research and innovation in Africa, which are critical for development. This cutting-edge analysis is based on empirical evidence and the author's experience in managing health and related innovations on the continent and globally. It concludes, for the first time, that African innovation is largely driven by the principles of Social, rather than Technological innovation. The significance of this finding and the need to optimize, scale and sustain this dominant innovation is addressed in various chapters that analyze the status, challenges and opportunities. Particularly, the financing, collaboration and coordination patterns for these activities on the continent show a fragmented ecosystem that is largely dependent on external donors and aid. The importance of supportive policies, leadership and venture mechanisms that incentivizes public and private entities to innovate is further exemplified by the lessons of the COVID-19 pandemic. The book proposes mechanism to address identified challenges. Dr Solomon Nwaka is a molecular biologist and innovation leader with a PhD from the University of Freiburg, Germany. He has held senior and diplomatic positions at international, public and private organizations, including WHO and MMV, Geneva Switzerland; UN/ANDI, Addis Ababa Ethiopia; IDB, Jeddah Saudi Arabia and Canadian Biotech Company. He has also held academic or research positions in Europe, USA, Japan and Nigeria.




Sharing Knowledge, Transforming Societies


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In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of ‘knowledge for development’ in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed’s different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: – Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? – Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? – Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.




Decolonising the University


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"A must-read for anyone interested in enhancing a historical understanding of our present through a consideration of what it means to decolonize."--Priyamvada Gopal, University of Cambridge In 2015, students at the University of Cape Town demanded the removal of a statue of Cecil Rhodes, the imperialist, racist business magnate, from their campus. Their battle cry, #RhodesMustFall, sparked an international movement calling for the decolonization of universities all over the world. Today, as the movement develops beyond the picket line, how might it go on to radically transform the terms upon which universities exist? In this book, students, activists, and scholars discuss the possibilities and the pitfalls of doing decolonial work in the heart of the establishment. Subverting curricula, demanding diversity, and destroying old boundaries, this is a radical call for a new era of education. Chapters include: *Rhodes Must Fall: Oxford and Movements for Change (Dalia Febrial) *Race and the Neoliberal University ((John Holmwood) *Black/Academia (Robbie Shilliam) *The Challenge for Black Studies in the Neoliberal University (Kehinde Andrews) *Open Initiatives for Decolonising the Curriculum (Pat Lockley) *Decolonising Education: A Pedagogic Intervention (Carol Azumah Dennis) *Understanding Eurocentrism as a Structural Problem of Undone Science (William Jamal Richardson) As the book's insightful Introduction states, "Taking colonialism as a global project as a starting point, it becomes difficult to turn away from the Western university as a key site through which colonialism--and colonial knowledge in particular--is produced, consecrated, institutionalized and naturalized." Offering resources for students and academics to challenge and resist colonialism inside and outside the classroom, Decolonizing the University provides the tools for radical change in educational disciplines, pedagogies, and institutions.