VOLUME 4(4) • 2016
KNOWLEDGE(S), CULTURE AND AFRICAN PHILOSOPHY: AN INTRODUCTION
ABSTRACT. In a previous work, entitled African Philosophy of Education Reconsidered: On Being Human (Waghid, 2014), a defense is offered for the notion of African philosophy as a reasoned and culture-dependent concept on the basis that any philosophical genre cannot be devoid of reasonableness and d..
THE MAKING OF CULTURE AND DEFINITION OF CULTURAL SPHERES AND BOUNDARIES IN POST-COLONIAL AFRICA: THE ROLE OF EDUCATION IN ACQUIRING AND EXERCISING AGENCY
ABSTRACT. In the post-colonial African context, cultural relevance and legitimacy are viewed as the foundation of individual and group actions and public policy, as well as a compass for what is wrong, acceptable, or recommended. Indeed, beyond individuals and groups, entire state policies of variou..
INDIGENOUS RIGHTS, INDIGENOUS EPISTEMOLOGIES, AND LANGUAGE: (RE)CONSTRUCTION OF MODERN KHOISAN IDENTITIES
ABSTRACT. There has been a revival of indigenous Khoisan identities in democratic South Africa, and it arises from the Afrocentric paradigm. Located within Khoisanistics, the study of indigenous Khoisan peoples, their language and culture, this article focuses on the (re)construction of modern Khois..
RELIGION, CULTURE, AND THE EXCLUSION OF MUSLIM WOMEN: ON FINDING A REIMAGINED FORM OF INCLUSIVE-BELONGING
ABSTRACT. Though seemingly cocooned by collective values, traditions, dress and ways of understanding, culture is inherently defined by two desires: on the one hand, to preserve that which is perceived to be unchanging, and on the other hand, to resist any change. In its purpose of preservation, it ..
A REFLECTION ON KNOWLEDGE PRODUCTION IN AFRICA: QUESTIONS OF EPISTEMOLOGY AND RESEARCH FOR SOCIAL TRANSFORMATION IN AFRICA
ABSTRACT. In the center of the issues about knowledge production and its circulation in Africa are the following critical questions: How does an African society learn things? What does it learn? And what does it do with the learned information? An attempt to dialectically reply to these questions le..
CRITICAL HUMAN AGENCY IN AFRICA AS A KNOWLEDGE CULTURE: TOWARDS CRITICAL STUDENT AGENCY
ABSTRACT. In the post-colonial era it is not an anomaly for serious scholars to consider the weighty question of whether there is a defensible African philosophy. In the space of arrested development due to colonial expansion and conquest, some scholars argue that the African subject has not yet res..
RE-IMAGING A CONCEPTION OF UBUNTU THAT CAN RECREATE RELEVANT KNOWLEDGE CULTURES IN AFRICA AND AFRICAN UNIVERSITIES
ABSTRACT. This paper examines the extent to which a reimagined and a repositioned conception of Ubuntu can influence the reconstruction of a relevant knowledge culture in African universities. This argument arises from raging debates on how universities in Africa can contribute meaningfully to the d..
RECONCEPTUALIZING UBUNTU AS INCLUSION IN AFRICAN HIGHER EDUCATION: TOWARDS EQUALIZATION OF VOICE
ABSTRACT. Inclusionary higher educational practices have become a topical issue in recent debates on the Africa continent. While the idea of inclusion in communal practices is embodied in the notion of Ubuntu in Africa, a number of silences and inconsistencies still remain in the way the marginalize..
A POSTMODERN NARRATIVE FOR AFRICAN PHILOSOPHY
ABSTRACT. In this essay I argue for a distinctively postmodern African knowledge culture which recognizes that knowledge is not only local, but also inter-subjective. Such an African knowledge culture not only includes the idea of what I refer to as plural conversations in an inter-African context, ..