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Combating colonial mentality within higher learning spaces: The case of sub-Saharan African universities
No full textAs former colonies of Western imperial powers, virtually all aspects of African life have been invaded by forces of Western hegemony. Colonial mentality is the blind assimilation or internalisation of the colonial powers’ socio-cultural forms resulting in the destructive and disruptive abandonment of the ways of life of the colonies. As it applies to Africa, colonial mentality is a product of African cultural invasion in which, having been exposed to colonial experience for a long time, an average African has internalised foreign ideas and ideals—so much so that she has lost the authentic African ways of life in the process. Using philosophical methods of argumentation and critical engagements, this paper contends that a connection exists between colonial mentality and the observed failure of African universities to efficiently effectuate their relevance as Africa’s development partners. The paper identifies four key areas in which colonial mentality plays out most profoundly in African universities, namely, the nature of knowledge produced, the mode of certification, the language of instruction, and research funding. The paper argues that the incursion of colonial mentality in these vital areas continues to impede African universities’ capacity to substantively contribute to African development drives and aspirations. Given this close nexus, the paper maintains that African universities may never realise their potential as a critical sector in African development discourse. This qualitative research is based on critical inquiry through a process of identifying, questioning and assessing deeply held assumptions about Western hegemony. The paper concludes that decolonisation in learning spaces can only be a feasible project if it is accorded the seriousness that it deserves by all stakeholders both within and outside the university
The Work Experience of Teachers in Rural Canada: Examining Labour Market Conditions and Labour Mobility of Teachers in Rural Versus Urban Canada
No full textThe work experience of teachers in rural Canada: examining labour market conditions and labour mobility of teachers in rural versus urban Canada.
Education is not only a key public institution it is central to the engagement and cohesion in many rural communities. One issue for rural communities is attracting and keeping teachers for their schools.
This paper will review data from Statistics Canada to document the employment situation and the mobility of teachers in rural as compared to urban Canada. Specifically, it will use data from Canadian census and the annual Canadian Labour Force Survey to examine rural-urban differences and similarities in the trends over time in: the ratio of teachers to the school aged population; the number of teachers hired per year; the number of teachers with a permanent versus a temporary position, and the average tenure of employed teachers. Also presented will be data on teacher mobility in rural and urban areas, after one year and after five years.
The paper will provide some key baseline data for understanding the labour market situation of teachers in rural as compared to urban areas of the country
Against the pedagogy of debt in South African higher education
No full textOn the back of decades of austerity, marketisation, credentialization and related neoliberal conceptions of education and society, a student debt crisis has emerged in higher education (HE). Despite the well-documented history of government-guaranteed income contingent loans (ICLs) indenturing students and their present and future families, such loans continue to be canvassed by policymakers and interest groups as an ideal ladder of educational opportunity, particularly for students from traditionally excluded communities. In this paper, the author brings together insights from Jeffrey Williams’ Pedagogy of Debt, Carter G Woodson’s Miseducation, Ha-Joon Chang’s idea of Bad Samaritans, and Kwame Nkrumah’s theory of Sham Independence as conceptual building blocks to reinforce the wall of resistance against the orthodoxy of debt as a paradigm for HE funding in South Africa. To add to the student debt abolition movements and the voices calling for freeing public HE, this paper critically reviews the recommendations of South Africa’s 2017 Fees Commission Report. This is done to offer an analysis that makes explicit the likely impact of the proposed student loan policy on South Africa. As we imagine transitioning towards the new African University, this paper makes a case for freeing public HE for all, on the basis of mutual aid, transitional and reparative justice
Sur la variabilité du rythme phonétique en français ontarien minoritaire
No full textOntario French spoken in a minority setting regularly shows a sociolinguistic discontinuity. This article examines rhythmic variation across two styles, two genders, and different ages, with the length of interpause intervals and articulation rate taken into consideration. The main objective is to observe the extent of rhythmic variability using series of social and linguistic factors, which constitutes the originality of the proposed analysis. Applying rhythm metrics VarcoV and nPVI-V, we observed that a more regular rhythm characterizes the speech of older participants and a more formal style. Shorter utterances and faster speech also have more regular rhythm. Among all factors, only gender was irrelevant. Our results show that rhythmic variation in minority Ontario French follows other languages and varieties of French; they also present new details to the phonetic description of this variety.Le français ontarien minoritaire montre régulièrement une réduction de la variation sociolinguistique. Ici, nous examinons la variation du rythme phonétique dans deux styles, chez deux sexes et des locuteurs d’âges différents, avec la longueur des énoncés et le débit d’articulation pris en compte. L’objectif est d’observer l’étendue de la variabilité rythmique en fonction de l’ensemble des facteurs sociaux et linguistiques, ce qui constitue l’originalité de cette étude. En utilisant les mesures rythmiques VarcoV et nPVI-V, nous avons trouvé que le rythme plus régulier est propre aux participants plus âgés et au style plus formel. Le rythme plus régulier est aussi associé aux énoncés plus courts et à un débit plus rapide. De tous les facteurs examinés, celui du sexe n’a pas été confirmé. Nos résultats montrent, d’un côté, que le français ontarien minoritaire suit les tendances communes propres à d’autres langues et variétés du français. De l’autre côté, on y observe des traits particuliers qui fournissent de nouveaux détails à son portrait phonétique et suggèrent des pistes de futures analyses impliquant la langue dominante
Crane flies (Diptera: Tipuloidea) of far northern Ontario and their distributions in the neighbouring regions of subarctic Canada
No full textWe collected Tipuloidea (crane flies) as part of a multi-year project to assess the biodiversity of insects in an understudied region of Ontario, the Far North, as well as Akimiski Island in James Bay, Nunavut. We identified 49 species from 212 specimens collected using five sampling methods. Previously unpublished records collected decades ago show that thirty-one of these species have a long-time presence in the subarctic, having been collected near Churchill, Manitoba to the west and subarctic regions of northern Quebec and Labrador to the east. Five of the 49 species are new records for Ontario. The rarely collected Helius mainensis Alexander (Limoniidae) is recorded here for the first time from Canada and shows a considerable range extension from the southern boreal forest to the subarctic