$13
B.U.N. Igwe & A. Fadahunsi
CODESRIA, 1994, 204 p.,
ISBN : 1-870784-07-3 (cased)
Les rapports sociaux de genre connaissent depuis quelques années des mutations significatives en Afrique et dans le monde. En effet, la vague de démocratisation qui souffle sur le continent depuis le début des années quatre-vingts et les transitions politiques qui en découlent engendrent une participation croissante des femmes dans la sphère publique. Sur le plan économique, les femmes déploient de nombreuses stratégies afin de s’assurer une certaine autonomie financière et, partant une capacité à s’affirmer au sein du ménage qui relèverait du domaine privé. Mais en même temps, les rapports sociaux de genre dans les sphères publique et privée restent encore marquées par la discrimination, l’inégalité, et la violence dont la majorité des victimes seraient des femmes.
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.
Saida Yahya-Othman is a retired Associate Professor of the University of Dar es Salaam, where she worked for over 40 years. She trained at the Universities of Dar es Salaam, York and Edinburgh, in English linguistics, and has taught and published largely in that area, particularly discourse analysis and pragmatics. In 1972 she married Haroub Othman, who died in 2009. She lives in Dar es Salaam, where she does pre-publication work.
ISBN 9789987082834
2013
Les défis du développement local au Sénégal
Le présent ouvrage se veut une analyse sans complaisance de la politique de décentralisation en milieu rural au Sénégal, mettant en exergue son incapacité à promouvoir le développement local qui est pourtant sa principale raison d’être dans un contexte de pauvreté. Pour identifier les raisons des lacunes, l’auteur va au-delà des textes et explore la compatibilité du comportement sociologique des acteurs et du contexte culturel avec la poursuite des objectifs de développement local. Mais il existe bien des solutions à la léthargie des acteurs concernés et à la faible envergure des initiatives entreprises. Elles devraient être recherchées dans la mobilisation méthodique et citoyenne autour d’actions plus ambitieuses, plus adaptées aux terroirs respectifs, quoique ouvertes sur la modernité et parfaitement ancrées dans la culture du résultat.
Education Financing & Budgetary Reforms in Africa : The Swaziland Case ( Printed)
This book sets out the Swaziland educational model and policies, and in the context of the management of the national economy. It shows that the proportion of the annual government budget devoted to education in Swaziland ranks amoungst the highest in Africa and many of the goals set at the world summit for children in 1990 are being achieved. There is universal access of primary education, gender equality of access across almost all levels of education. The study also shows however that less positively, the system is increasingly under financial pressure particularly to fund the growing demand for higher education, comparatively very expensive. The co-authors advocate comprehensive budgetary and financial reforms drawing up a model in line with current policy directions to increase funding for tertiary education, and so release more funds for improving quality at lower levels.
Indigenous Knowledge System and Intellectual Property Rights in the Twenty-first Century:Perspectives from Southern Africa (Printed)
This volume discusses a number of issues on the contested nature of intellectual property rights (IPR) and Indigenous Knowledge Systems (IKS) in the context of Southern Africa. The issues addressed include the protection of folklore, IKS in a digital era, the valuation and safeguard of heritage sites, the need for appropriate IKS legislation, community based control of natural resources and the role played by traditional music in the maintenance of community. It is this extensive exploration of IKS from the vantage points of communication and culture, and explored in terms of policy, cultural survival, international as well as intra-national politics, economics, philosophy and ethics that makes this empirical grounded collection of papers unique, a distinctive contribution to the literature and ’cause’ of IKS. The specific IKS-related issues raised and dealt with in this volume are generic in the sense that the very same issues are being contested in different parts of the world. In this respect, this book highlights the particular as a means of comprehending the universal.
Higher Education in Africa:Crises, Reforms and Transformation/ Enseignement supérieur en afrique francophone: crises, reformes et transformations (Printed)
This book provides theoretical tools for analysing contemporary African higher education systems and institutions. It also examines policy challenges and the prospects for social progress. It points to critical areas of investigation for the CODESRIA Multinational Working Group (MWG) research network on higher education. Conceived as a background text for this network, the book traces the historical roots and the global factors of the African higher education crises and the search for transformation to address issues of legitimacy and relevance. It analyses the origins, nature, and mission of African higher education, the problems associated with cultural colonization and the dependency trap, the local/global nexus in the crises with a special attention to the structural adjustment programmes (SAPs), and the various waves of reforms and innovations. Furthermore, the book presents a synopsis of studies that were conducted on the crises, highlighting both their findings and recommendations.
This overarching economic and sociological study of to the Zimbabwean situation in the wider context of global capitalism offers refreshing contextual analysis, challenging the more common approaches to the crisis from perspectives of human rights, racial identities and local political conflicts.
B.U.N. Igwe & A. Fadahunsi
CODESRIA, 1994, 204 p.,
ISBN : 1-870784-07-3 (cased)
Coloniality of Power in Postcolonial Africa – Myths of Decolonization
Coloniality of Power marries the historical complexities of the past with the ambiguities of the present to expose the obstacles imposed by domination and exploitation, while at the same time revealing the oppositional strategies of intellectual and other forms of everyday and organized resistance and nationalism on behalf of the ongoing project of nation building. The urgency of the moment drives the practical insurgencies to produce The Africa We Want.
Toyin Falola, Professor and author of Decolonizing African Studies
“Ndlovu-Gatsheni demonstrates an encyclopedic knowledge of post-colonial and colonial theory in his evaluation of current African problems.” (From review of Coloniality of Power in Journal of Retracing Africa)
Jason Morgan, University of Texas at Austin
“To decolonise is not automatically to emancipate; to proclaim the postcolonial is not necessarily to end dependency. These terms become often a rhetoric to avoid a sometimes painful exploration and interrogation of the contradictions involved in the long road to true and authentic freedoms. Sabelo Ndlovu-Gatsheni’s startling and important new book refuses us the luxury of rhetoric and invites us to go very much deeper.”
Stephen Chan, Professor of World Politics, SOAS, University of London
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