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1. Investing in Diaspora Exchanges: Impact Evaluation of the Carnegie African Diaspora Fellowship Program

Author:
CADFP
Publication Date:
06-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
This five-year impact report of the Carnegie African Diaspora Fellowship Program (CADFP) indicates that faculty exchanges between diaspora academics in the United States and Canada and African higher education institutions lead to sustained linkages and research development in the form of grant collaboration, teaching and mentoring, improved programming offered in African institutions, and community impacts. The study found that the CADFP enabled sustainable collaborations between diaspora scholars and African higher education institutions while fostering the opportunity for new collaborations. 90% of alumni respondents collaborated with hosts on capacity building projects up to five years after the fellowship and over half found the CADFP to be important for their new connections with 115 institutions beyond their host institutions, located in a total of 16 countries. Additionally, the CADFP fellowship built capacities of African higher education institutions leading to at least 41 new approved or implemented courses, improved graduate programming, and 110 academic articles or book chapters published collaboratively with Fellows and African institutions. Finally, the CADFP enabled knowledge production, generated interest and fostered international collaborative networks, increasing visibility and engagement with African higher education. The impact report represents 237 alumni who participated in the CADFP from 2013 to 2017. In addition to the Alumni Survey, the study also included case studies with six alumni Fellows and 5 host institutions. These case studies are highlighted throughout the report and speak to the nuanced impact of this program. The CADFP is offered by IIE in collaboration with the United States International University-Africa (USIU-Africa), the program is funded by a grant from Carnegie Corporation of New York (CCNY).
Topic:
Education, Higher Education, Academia, and Graduate School
Political Geography:
Africa, Canada, North America, and United States of America

2. 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

3. Teaching Peacebuilding in African Universities: Bridging the Gap between the Field and the Classroom

Author:
Isaac Olawale Albert
Publication Date:
09-2017
Content Type:
Working Paper
Institution:
Social Science Research Council
Abstract:
While conflict is a normal, healthy part of all communities, teaching people how to deal with conflict without resorting to violence by helping them to use new approaches to overcome barriers can be effective in bringing about progressive change.1 Educating for peace is crucial due to the normalization of violence and its influence on well-being. As a human right, students must learn about a healthy life, for everyone can be sustained without violence as a response to conflict. In peace education lessons about the sources of and responses to conflict, students analyze current problems and how they can be avoided, as well as responsibly managed. They need a vision of a peaceful future as a foundation for peacemaking and skills for constructing it.
Topic:
Conflict Prevention, Human Rights, Peacekeeping, and Academia
Political Geography:
Africa

4. African Studies in China in the 21st Century: A Historiographical Survey

Author:
Li Anshan
Publication Date:
12-2016
Content Type:
Journal Article
Journal:
Brazilian Journal of African Studies
Institution:
Brazilian Journal of African Studies
Abstract:
Academic studies are always the reflection of reality. With fast development of China-Africa relations, Africanists outside China have showed great interest in China-Africa academic engagement. One of the important aspects is what has been done in China regarding African studies. I once published an article on African study in China and divided it into four phases, i.e., Contacting Africa (before 1900), Sensing Africa (1900-1949), Supporting Africa (1949-1965), Understanding Africa (1966- 1976) and Studying Africa (1977-2000) (Li 2005). Although China’s trade with Africa increased from $10.5 billion in 2000 to 220 billion in 2014, African studies in China did not have the fortune as the trade. However, the dramatic development of the relation has provided Chinese Africanists with new opportunities and challenges. This paper will elaborate what Chinese Africanists have studied in the period of 2000-2015. What subjects are they interested in? What are the achievements and weaknesses? It is divided into four parts, focus and new interests, achievements, young scholars, references and afterthoughts.
Topic:
History, Engagement, and Academia
Political Geography:
Africa and China