Important Dates

Challenging the institutional bias in research on education - multiplicities of learning processes in Africa

Iris Clemens, General Education, University of Bayreuth
Erdmute Alber, Social Anthropology, University of Bayreuth

Short abstract

In our interdisciplinary panel, we want to investigate learning processes in the African context in a broad sense and work out their necessary multiplicity. By stressing the relationality of any learning situation, we highlight the interwoven net of narratives, persons, artefacts, ideas, practices etc. that constitutes learning processes in Africa.

Long Abstract

Education is a continuous challenge for any society and at all times. Different times and contexts have to find their particular answer to the questions of what to learn and how to organize this process. However, due to the historical processes of colonization and, subsequently, globalization with its power formations, the global implementation of educational concepts have led to the emergence of specific educational institutions globally, which are relatively homogenous with regard to the organization of education and the contents taught. Education for all, to some extent implies oneeducation for all. Whether these educational institutions fulfil the task of creating connectivity to the given society is an open question though. Recent observations which can be summarized in buzzwords such as ‘waithood’, failed generation etc. show how debatable this question is.

In addition, beside such official institutionalized educational settings, learning takes place in multiple processes and events and might provide the learners with necessary skills, knowledge, or competencies. In our interdisciplinary panel, we want to investigate learning processes in the African context in a broad sense and work out their necessary multiplicity.  By stressing the relationality of any learning situation, we want to highlight the interwoven net of narratives, persons, artefacts, ideas, practices etc. that constitutes learning processes in Africa. Additionally, the panel seeks to open a trans-disciplinary discussion about researching learning and education in Africa.

We ask: Where does learning take place and in which settings? Who are the related institutional or non-institutional actors? How can multiplicity be grasped beyond and in relation to institutionalized learning? Which disciplinary approaches relate to these questions? We welcome empirical as well as conceptual papers that also contextualize learning processes in a globalized web of relations.

• For more information about this panel, please click here.
  
• For more information regarding the VAD conference, please click here.