Mark Paterson and Thierry M Luescher
The different ways of forging knowledge and understanding issues which are being produced in response to African realities are increasingly re-influencing academic thinking in the Global North, according to Madeleine Arnot, professor of sociology of education at the University of Cambridge in the United Kingdom.
The shift is offering a window of opportunity for academics and universities on the continent, she says. “Globally, academics, scientists and engineers are saying they cannot solve the problems of, for example, climate change or of COVID-19 without understanding their impacts in the African setting,” says Arnot.
This article is based on an interview conducted by Alude Mahali for the ‘The Imprint of Education’ project, which is being implemented by the Human Sciences Research Council (HSRC), South Africa, in partnership with the Mastercard Foundation.
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