Given that the curriculum and the classroom are central to processes of shaping next generation media, communication and film scholars and practitioners on the continent, the proposed edited volume adds to the abovementioned scholarship by exploring pedagogical approaches to Decolonising Media, Communication and Film Studies in Africa. Chapters addressing the themes and sub-themes listed below or on content that contributors may deem pertinent to the main theme of the book are welcome.
These are:
- Disrupting coloniality in curricula, teaching and classrooms in Africa
- The history and decolonisation of media, communication and film studies curricula in Africa.
- Who needs to decolonise: Are all curricula the same?
- Historical transformations in teaching media, communication and film studies in Africa
- Media, communication and film studies and manifestations of coloniality in ‘postcolonial’ Africa
- How were/are lecturers constituted in colonial and contemporary media, communication and film studies education in Africa?
- Who//should teach media, communication and film studies in Africa?
- Identities and positionalities in decolonising the curriculum
- Stakeholder perceptions on decolonising the curriculum
- Decolonising research methods and theory in media, communication and film studies
- Centering Africa, African knowledges, experiences and thinkers in the curriculum as part of decolonisation
- Canonical thinkers and canonical texts: What do we do with the White (mostly) male Western thinkers that have been the backbone of many modules?
- What do decolonised media, communication and film studies look like?
- How were/are students constituted in colonial and contemporary
- media, communication and film studies education in Africa?
- What knowledges, histories, and experiences do students bring to the classrooms?
- Decolonising the ways we see students (being sensitive to students’struggles): Re-thinking of students as whole people who are sometimes contending with trauma that can be triggered by some course materials (the importance of providing trigger warnings for students for certain readings and videos screened in the course)
- Centering student engagement and decentering the idea of an all-powerful and all-knowing university/academics
- Engendering critical thinking skills: Equipping students to be African citizens
- Case studies of decolonised curricula and teaching practice in media, communication and film studies
- State, institutional, departmental autonomy: When does decolonizing the curriculum begin
- Covid-19, distance learning and decolonisation of the curriculum
Papers
submitted for consideration should be original work and must not be
under consideration by other publications. All papers will be subjected
to a blind peer reviewing process. Final acceptance of chapters is
subject to successful peer review. If interested, please send an
abstract (250 words maximum) together with a short biography.
Please email abstracts to decolonisingmedia@gmail.com by 30 June 2021.
The deadline for full articles is 1 November 2021. Final papers should not exceed 6,000 words.
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