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Begin New Search Topic Higher Education Publishing Institution Brazilian Journal of African Studies

1. Agostinho Neto University: An Analysis of Context and Process of Scientific Work Production

Author:
Paulo Conceição João Faria
Publication Date:
12-2019
Content Type:
Journal Article
Journal:
Brazilian Journal of African Studies
Institution:
Brazilian Journal of African Studies
Abstract:
ires a well-documented understanding of the existing institutional research environment, based on observable evidence. In particular, this article is aimed at Agostinho Neto University (ANU), to evaluate doctoral training processes at three faculties or organic units (OUs). In doing so, this paper recognizes the crucial connection between the University and the spheres of market productivity. It also recognizes that different countries have different trajectories, patterns and models of development in the Higher Education Subsystem (HES) which can sometimes undermine or make this connection possible. Although this topic is of great importance because of its potential to empirically hinder relevant studies, this article follows a different path, as it aims to explain how context and process influence the production of scientific work at ANU.
Topic:
Development, Science and Technology, Higher Education, Academia, and Knowledge Production
Political Geography:
Africa and Angola

2. Cultural Diversity in the Cameroon Higher Education Policy Definition: A Historical Appraisal

Author:
Hyasinth Ami Nyoh
Publication Date:
06-2018
Content Type:
Journal Article
Journal:
Brazilian Journal of African Studies
Institution:
Brazilian Journal of African Studies
Abstract:
The subject of cultural diversity in education has attracted considerable research interest with varying focal points that form the sustenance of this paper. Meier and Hartell (2009, 180) have argued that increasing cultural diversity in educational institutions necessitates that educationists teach and manage learners with cultures, languages and backgrounds that are unknown to them. Du Toit (1995) focusing on the Republic of South Africa takes the view that the opening of schools to all races does not automatically ensure mutual understanding and acceptance between educators and learners and amongst learners themselves. The assertion here is that desegregation per se does not lead to predictable and meaningful attitudinal changes of groups to each other and can, in actual fact, lead to the heightening of tension and prejudices within the South African context. O’Neill (2009, 81) sees multicultural education as a process of comprehensive school reform and basic education for all students. He asserts that multicultural education challenges and rejects racism and other forms of discrimination in schools and societies and affirms the pluralism (ethnic, racial, linguistic, religious, economic and gender, among other things) that students, their communities, and teachers represent. In her research on teaching and learning in two desegregated South African high schools, Van Heerden (1998, 110) asserts that the process of desegregation in these schools is primarily a case of assimilating black learners into the school and its culture, with the result that the status quo is kept intact.
Topic:
History, Culture, Diversity, and Higher Education
Political Geography:
Africa and Cameroon