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Development priorities for African universities
2015
International Journal of Development Education and Global Learning
African knowledge remains at best on the margins, struggling for an epistemological foothold in the face of an ever dominant Western canon. At worst, African knowledge is disparaged, depreciated, and dismissed. It is often ignored even by African scholars who, having gained control of the academy in the postcolonial context, seemingly remain mesmerized by the Western canon in most dimensions of thought, inquiry, theorization, culture (classical as well as popular), and ideology. Such is the
doi:10.18546/ijdegl.07.2.06
fatcat:gbwbzustgbcapmso6tj2sboynm