Expanding Available Futures: Ideological Contestation in Angola’s Emerging Higher Education Sector [Comparative Education Review, 2022]

Title: 

Expanding Available Futures: Ideological Contestation in Angola’s Emerging Higher Education Sector  

 

Author:

Jess Auerbach  

 

Published: 

Comparative Education Review, Volume 66, Number 1, February 2022 

https://www.journals.uchicago.edu/doi/abs/10.1086/717552?journalCode=cer  

 

Abstract: 

This article explores the place of ideology and what I call analytic allegiances in the nascent higher education domain in Angola. Based on ethnographic research, it considers the post-War emergence of the sector and its implications for global higher education. Focusing primarily on two institutions, one state, one private, it probes how contesting cold war ideologies continue to manifest through the pedagogic, curricula, and campus-based decisions of higher education leaders in the country. It develops Jonathan Jansen’s notion of “political symbolism” to give attention to individual faculty member’s personal scholarly trajectories that result in analytic allegiances within domains of friendship and influence. It argues that exposure to political and social systems and symbols at formative times of individual faculty’s biographies radically inform the ways in which the emergent sector is being approached and molded today. It demonstrates how the existence of pluralistic knowledge traditions maintained through analytic allegiance and political symbolism have equipped Angola well for the transformative processes required in contemporary higher education. 

 

The pursuit of decolonising and transforming curriculum in higher education - by M.W. Lumadi, UNISA [Scholarly Article - South African Journal of Higher Education, 2021]

Title:

The pursuit of decolonising and transforming curriculum in higher education

 

Author:

M.W. Lumadi

University of South Africa

 

Published:

South African Journal of Higher Education, 21 March 2021

https://www.journals.ac.za/index.php/sajhe/article/view/4527

 

From the article:

The decolonisation of higher education should be viewed as a process of defying and dismantling the colonial systems that swayed education in the past and that are still perpetuated today. Colonial practices were established during times when nations-maintained supremacy over dependent territories. Moreover, decolonisation may also involve deliberating on the effect of colonisation on higher education and liberating curricula and the wider university culture from selective narratives. The foundational intent of decolonisation is to equip students with “diverse academic learning environments, curricula and approaches to research within which Indigenous cultures, histories, and knowledge are embedded” (Waghid and Hibbert 2018).