Includes bibliographical references and index.

Grounding teaching and learning in African higher education / Ephraim T. Gwaravanda and Amasa P. Ndofirepi -- Ruptured African teaching and learning : towards a pedagogy of witnessing through Ubuntu / Yusef Waghid, Faiq Waghid and Zayd Waghid -- The (in)compatible nexus between Ubuntu and critical thinking in African philosophy of education : towards Ubuntu critical thinking in African higher education / Joseph Pardon Hungwe -- Brain gain from emigrant academics at higher institutions of learning constitutes moral restitution / Patrick Jaki -- Decolonising the academic workspace in a South African university : reflections of Black academics / Eckson Khambule -- Beyond rhetoric, towards the Africanisation of the teaching of philosophy in Zimbabwean universities / Ephraim T. Gwaravanda and Amasa P. Ndofirepi -- Challenges of the universal design of learning in South African higher education / Sibonokuhle Ndlovu -- Developing teachers' procedural knowledge : a case of the University of Rwanda's distance teacher education programme / Emmanuel Sibomana -- Traditional and contemporary approaches for teaching through English in Rwandan higher education : paradigms for deep learning / Epimaque Niyibizi, Gabriel Nizeyimana, Juliet Perumal and Ernestine Umutesi -- A Meadian approach towards 21st century tertiary education transformation in South Africa / Phefumula Nyoni -- Shifting trends in higher education in sub-Saharan Africa and implications for quality / Ephraim Mhlanga -- Capital and capability : assessing recruitment practices in Zimbabwean teachers' colleges / Tendayi Marovah and Amasa P. Ndofirepi -- Gender imbalances in the access to university education : a case of Zimbabwe / Zvisinei Moyo -- Past, present and the future of teaching and learning in African higher education / Amasa P. Ndofirepi and Ephraim T. Gwaravanda.

"Historically, African higher education teaching and learning have relied on Western models, paradigms, assumptions, concepts and procedures, among other research related aspects. Western hegemony and ideology has influenced and continues to influence the epistemologies and both the methods and outcome of higher education research. The connection between teaching and learning is that teaching generates new forms of learning and learning challenges methods of teaching. Western claims to universality, objectivity and neutrality have dominated research paradigms in African higher education institutions to the detriment alternative approaches and conceptions of knowledge. Methods aligned to African teaching and learning are often unrecognised and thus underutilised despite calls for the mantra for decolonial research methods. What are the African indigenous ways of teaching and learning? How are they related to the present African university? These puzzling questions provoke the minds of scholars on Africa to confront the discourse on decolonisation of higher education as they engage head-on and interrogate contemporary teaching and learning methods. Mediating Learning in Higher Education in Africa: From Critical Thinking to Social Justice Pedagogies provides critical reflections to some of the above questions that affect African Higher Education as it seeks to transform itself and provide directions for the future"-- Provided by publisher.

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