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Usages et pratiques des TIC dans les situations éducatives et de formation pour la résolution de problèmes complexes (ebook)

Usages et pratiques des TIC dans les situations éducatives et de formation pour la résolution de problèmes complexes (Ebook)

L’université Gaston Berger de St Louis a entrepris depuis quelques années un processus dynamique de diversification de son offre de formation et d’amélioration de ses stratégies pédagogiques. Dans ce cadre, il a été mis en place une UFR des Sciences de l’éducation. Ce travail cherche à voir de quelles manières, les étudiants africains peuvent participer à la réflexion globale sur les défis de nos pays par la mise en oeuvre de curriculum d’enseignement et de formation en technologie éducative cohérent et pragmatique prenant en charge les dynamiques de changement dans lesquelles s’engagent nos états. Il cherche également à réinterroger le rôle des écoles et des institutions d’enseignement supérieur dans la manière de repenser nos défis en termes d’habiletés indispensables. En se fondant sur les approches innovantes en Technologie éducative, qui prennent appui sur les théories socioconstructivistes en sciences de l’apprentissage, des dispositifs numériques seront utilisés pour collaborer (coélaborer) à la résolution de problèmes complexes inhérents aux mutations des sociétés modernes. Et pour cela, il est envisagé une approche méthodologique fondée sur l’approche par les compétences par une mise en application des principes qui encadrent la coélaboration de connaissances (12 Principes de Knowledge Building) et à travers une démarche itérative s’appuyant sur la « Design Based-Research » (Recherche basée sur la conception).

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Beyond Disciplines: African Perspectives on Theory and Method

Beyond Disciplines: African Perspectives on Theory and Method

Beyond Disciplines: African Perspectives on Theory and Method

To what extent can we go beyond disciplinary boundaries to produce knowledge on Africa that has emancipatory and transformational power? Beyond Disciplines: African Perspectives on Theory and Method, attempts to address this question. Among the critical issues covered by contributors to the book include the limitations of Eurocentric approaches on illuminating and explaining African social contexts; the value of critical African scholarship to our understanding of the continent’s political economy of development; the descriptive, explanatory, and predictive potency of interpretivist emancipatory approaches vis-à-vis positivist developmental ones; the significance of gender power analysis for understanding women’s experiences of violent extremism; application of social science research across research communities on the critical issue of environmentalism; as well as theorising the confluence of internal displacement, weaponisation and agency of women and violent extremism. The book, authored by scholars from multiple disciplinary backgrounds based at institutions across three continents, underscores the imperative value of transformational epistemologies for Africa and demonstrates that the generation of such epistemologies is contingent upon collaborative knowledge-production projects across epistemic communities.

Shadrack Wanjala Nasong’o, PhD, is a Professor of International Studies at Rhodes College in Memphis, Tennessee. His research interest lies in democratisation, identity politics, social conflict, governance and development. Nasong’o has been honoured with the Rhodes College’s Clarence Day Award for Outstanding Research and Creative Activity, and the Ali Mazrui Award for Research and Scholarly Excellence from the University of Texas at Austin.

Eka Ikpe, PhD, is a Reader and Director, African Leadership Centre at King’s College London. Her themes of interest include developmentalism, industrial development and structural transformation, peacebuilding, post-conflict reconstruction and the economic costs of conflict and creative economies.

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Aspects of SOCIO-ECONOMIC RIGHTS in Botswana (soft copy)

Aspects of SOCIO-ECONOMIC RIGHTS in Botswana

This book offers the readers with a nuanced discussion on the promotion, protection, and fulfilment of aspects of economic, social, and cultural rights in Botswana. Borrowing from lessons from other jurisdictions, international and regional standards, contributors to this book highlight the extent to which the country’s policy, legal and constitutional framework has provided for the enjoyment of these rights. With specific cases studies on the right to education, the right to the environment, the right to water, the right to adequate housing and social security, the book discusses the country’s policy, legal and constitutional framework relating to these rights in Botswana. The book also discusses the justiciability of economic, social, and cultural rights in Botswana. To that end, the book offers an insight into the nature and extent of the enjoyment of these rights in a jurisdiction where they are neither constitutionally protected nor spelt out as directive principles of state policy.

 

Bonolo Ramadi Dinokopila is an Associate Professor in the Department of Law, University of Botswana.

Jimcall Pfumorodze is a Senior Lecturer in the Department of Law, University of Botswana.

Rowland Cole has served the judiciary of Botswana as a magistrate and the University of Botswana as a Senior Lecturer.

Le développement synonyme de modernité, la modernité synonyme de développement (Printed)

Le développement synonyme de modernité, la modernité synonyme de développement (Printed) 

Cet ouvrage analyse l’impact de l’idée occidentale de la « modernité » sur le développement et le sous-développement en Afrique. Il retrace la généalogie de l’idée occidentale de la modernité depuis les concepts européens des Lumières sur la nature universelle de l’histoire humaine et du développement. L’ouvrage montre comment cette idée a été utilisée pour justifier l’exploitation et l’oppression de l’Afrique par l’Occident. Il soutient que le développement contemporain en théorie et en pratique est une continuation du projet des Lumières, et que l’Afrique ne peut atteindre un véritable développement qu’en rejetant la modernité occidentale et en inventant ses propres formes de modernité.

Dimensoes da Pobreza e da vulnerabilidade em Cabo Verde: Uma Abordagem Sistémica e Interdisplinar (Printed)

Dimensoes da Pobreza e da vulnerabilidade em Cabo Verde: Uma Abordagem Sistémica e Interdisplinar (Printed)

 

“Dimensões da pobreza e da vulnerabilidade em Cabo Verde: Uma abordagem sistémica e interdisciplinar” resulta de um trabalho de investigação realizado por um grupo de pesquisadores cabo-verdiano no âmbito da iniciativa do CODESRIA para os países africanos lusófonos.

Constituiu o leitmotiv da investigação a compreensão do fenómeno da pobreza e da vulnerabilidade no contexto cabo-verdiano, buscando ultrapassar as abordagens até então hegemónicas e que colocam o acento tónico essencialmente no rendimento. Na verdade, a abordagem retida por este estudo não exclui e nem subestima a importância do rendimento na determinação da pobreza e da vulnerabilidade. Contudo, pretendeu-se avançar um pouco mais, trazendo novas determinantes do fenómeno, cortando com uma visão uni- causal na explicação da pobreza.

Uma das questões que se colocou, ao menos para reflexão, se prende com o facto de se, na verdade, o rendimento é efectivamente uma determinante da pobreza, quando é a situação da pobreza que pode condicionar o acesso a rendimentos e a demais bens e serviços, incluindo os bens simbólicos. Assim, a investigação procura situar a abordagem numa perspectiva sistémica e integrada, busca captar as múltiplas dimensões da pobreza e da vulnerabilidade, tanto em termos de suas determinantes quanto de sua manifestação e de tradução discursiva.

Cláudio Alves Furtado

Enseignement supérieur en Afrique Francophone: crises, réformes et transformations (Printed)

Enseignement supérieur en Afrique Francophone: crises, réformes et transformations – Étude comparative entre le Congo, le Cameroun, la Côte d’Ivoire et le Burkina Faso (Printed)

 

L’enseignement supérieur en Afrique en générale – et en Afrique francophone en particulier a connu une forte expansion en termes d’effectifs des étudiants et du nombre de structures depuis son avènement. Trois grands moments marquent son évolution, tant du point de vue de ses objectifs que de son orientation stratégique. Il s’agit de l’ère des universités coloniales, celles instituées par le colon; de celle des universités de l’indépendance, celles qui devaient affirmer la souveraineté nationale au lendemain des indépendances à travers la nationalisation, voire l’autonomisation du champ académique, et enfin celle des universités du développement dont le contenu, défini par les dirigeants nationaux, est censé correspondre aux exigences du développement.

La rupture des grands équilibres macroéconomiques des années 80 a engendré la crise et la fin du développement du secteur éducatif. Cette crise multiforme qui concerne à la fois la pertinence, la qualité, la gestion et le financement de l’enseignement supérieur a engendré ces deux dernières décennies la dégradation des infrastructures et du milieu d’apprentissage, mais aussi l’exode continu des cerveaux, le déclin de la recherche et l’amplification des conflits entre étudiants, syndicats des personnels et l’administration de l’enseignement supérieur. Cette étude contribue à la réflexion que nécessitent les nouvelles formes d’exigences qui remettent en cause les performances des universités africaines dès lors que celles-ci influencent autant le marché du travail que l’évolution des connaissances.

 

The Military and Militarism in Africa (Ebook)

The Military and Militarism in Africa (Ebook)

 

Although all authoritarian regimes in Africa are not military in character, the question of the military has been central to the current issue of democratization on the continent. The contributions in this volume deal neither with the definitive erosion of the military and civil authoritarianism, nor with the inexorable march toward democracy but with what appears in retrospect to be a less clear-cut and more open-ended state of transition, located ambiguously between the crisis of authoritarianism and the prospect for democracy on the continent. The contributors emphasize the uneven patterns and forms of militarisation in Africa but within and between regimes.

Études africaines de géographie par le bas / African Studies in Geography from Below (Printed)

Études africaines de géographie par le bas / African Studies in Geography from Below (Printed)

 

Il est largement admis, aujourd’hui, que les conceptions de l’espace et du temps sont « socialement construites » au sens où chaque société les élabore en fonction de ses modes de production, de son organisation interne et de ses valeurs. Ces conceptions deviennent toutefois si familières. Elles acquièrent une telle force d’évidence qu’elles prennent l’importance de faits objectifs. C’est pourquoi elles orientent ou canalisent les processus de reproduction sociale. C’est aussi pourquoi elles sont si fortement contestées lors des moments de grande transformation : quand changent les modes de production économique, les conceptions de l’espace et du temps doivent elles-mêmes changer pour permettre de nouvelles pratiques matérielles de reproduction sociale. La Géographie par le Bas désigne, en première approche, une critique de la pensée territoriale dominante. L’hypothèse centrale de ce livre est que les manières dont nous sommes éduqués à voir le territoire, à le concevoir et, partant, à l’organiser, déterminent nos capacités à résoudre les problèmes qui s’y posent.

 

Academic Freedom and the Social Responsibilities of Academics in Tanzania (Printed)

Academic Freedom and the Social Responsibilities of Academics in Tanzania (Printed)

 

When the Dar es Salaam Declaration on Academic Freedom and Social Responsibility of Academics came up in the early 1990s, African higher-education systems were in a serious, multi-dimensional and long-standing crisis. Hand-in-hand with the imbalances and troubles that rocked and ruined African economies, the crisis in the academia was characterised by the collapse of infrastructures, inadequate teaching personnel and poor staff development and motivation. It was against this background that the questions of academic freedom and the responsibilities and autonomy of institutions of higher-learning were raised in the Dar es Salaam Declaration. In February 2005, the University of Dar es Salaam Staff Association (UDASA), in cooperation with CODESRIA, organised a workshop to bring together the staff associations of some public and private universities in Tanzania, in order to renew their commitment to the basic principles of the Dar es Salaam Declaration and its sister document – the Kampala Declaration on Intellectual Freedom and Social Responsibility. The workshop was also aimed at re-invigorating the social commitment of African intellectuals. The papers included in this volume reflect the depth and potentials of the debates that took place during the workshop. The volume is published in honour of Chachage Seithy L. Chachage, who was an active part of the workshop but unfortunately passed away in 2006.

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Africa and the Disruptions of the Twenty-first Century

This collection of essays interrogates the repositioning of Africa and its diasporas in the unfolding disruptive transformations of the early twenty-first century. It is divided into five parts focusing on America’s racial dysfunctions, navigating global turbulence, Africa’s political dramas, the continent’s persistent mythologisation and disruptions in higher education. It closes with tributes to two towering African public intellectuals, Ali Mazrui and Thandika Mkandawire, who have since joined the ancestors.

Public Humanities – Thinking Freedom in the African University

“This is a major intellectual intervention since the neo-liberalisation of our universities which has had devastating effect on intellectual freedom, critical thought and creativity. It is my hope that the essays in this book will rekindle the debate on the University as a public space and reignite the struggle to reclaim education as the commons and not a commodity for sale.”

Issa Shivji, Professor Emeritus, University of Dar es Salaam, Tanzania

“The essays composing this book are an excellent illustration of how, through an exercise of interdisciplinarity, it is possible to combine theory and practice in the analysis of the context of knowledge production on the continent, addressing themes that are fundamental to African academics. The questions raised become more important in the context of an uncertain future generated by the threats
from COVID-19, which force us to rethink our institutions and their role, but also to permanently find alternatives to produce scientific knowledge from within.”

Professor Teresa Cruz e Silva, Centro de Estudos Africanos,

Universidade Eduardo Mondlane, Maputo, Mozambique

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