Call for Chapters: Indigenous Teaching Disciplines and Perspectives for Higher Education

Editors

Maserole Kgari-Masondo, University of Venda, South Africa

Call for Chapters

Proposals Submission Deadline: September 29, 2024
Full Chapters Due: December 22, 2024
Submission Date: December 22, 2024

Introduction

Literature on teaching diverse disciplines in Higher Education indicates that there are claims made by critical sociolinguists and educationists that multilingual practice and Africanising education will jeopardise national unity and social cohesion (Samuels, 1995). Some claim that it will be expensive to fund multilingual education since there will be a need for teacher retraining and the creation of pedagogical materials (Foley, 2010). Such claims are delaying the implementation of decolonisation by indigenising as indicated in education policies and the transformation of the curriculum and are false assumptions. However, research has revealed that many students fail because of being taught through the medium of foreign languages (Umar & Olowo, 2024; Kisker, et. al., 2012, Raab, 2013) and content (Hameso, 1997). Evidence from research indicates the necessity of decolonizing by indigenising the curriculum. The literature surveyed suggests that many students underperform in their studies because of the use of foreign languages and content illustrations in Teaching and Learning (Umar & Olowo, 2024; Ndimande-Hlongwa et al, 2010). This implies that there is a need to uncover resources that can assist in necessitating the implementation of indigenous education globally. The concept of indigenous is universal and refers to all countries and nations' original knowledge processes. This Book is a contribution to the decolonisation of Higher Education globally by practically involving academic practices of indigenizing Teaching and Learning in the disciplines they teach. Currently, in Higher Education globally most content and language of instruction is not that of the marginalised and previously colonised and research has indicated that linguistic arrangements and measures can eliminate the colonised from access to prospects and resources connected to education. Therefore, the proposed project envisages embarking on developing diverse, especially the previously colonised cultural content and resources that can be used in Teaching and Learning. It can be recording stories, indigenous games, posters, artifacts and so forth to enhance Teaching and Learning. As a result, the project will be groundbreaking because the focus is not only on theorizing about the transformation of education, but practical implications and implementations will be addressed whereby all stakeholders will be involved in paving the way forward to bring innovation in global classrooms and lecture halls by integrating indigenous based content in teaching and Learning.

Objective

Evidence from research indicates the necessity of decolonising by indigenising the curriculum. The literature surveyed suggests that many students underperform in their studies because of the use of foreign languages and content illustrations in Teaching and Learning (Umar & Olowo, 2024; Raab, 2013; Kisker, et. al., 2012). According to Hameso (1997), an effective and high-level education can be achieved through the adoption of indigenous linguistic heritage and content to facilitate Teaching and Learning at different levels of education. As such the objectives of this book is to enhance global indigenous language and content intellectualization which is needed as the process that includes the elaboration and creation of linguistic and content resources of a given indigenous community resulting in the coining of new terms and the modernization of a language and content for specialised communication and Teaching and Learning in Higher Education. The facilitation of constructing Teaching and Learning resources that are indigenous-based proposed in this book will launch intellectualization that can assist in the improvement and elevation of global indigenous content and linguistic heritage. This book is thus a contribution to the current debates in Higher Education of indigenisation and decolonisation of the curriculum to fight against epistemic violence that colonisation brought globally. As recommended by Kamwangamalu (2000); Iyamu & Ogiegbaen (2007) teaching in the mother tongue improves the quality of education and preserves the language and inculcates innovation in teachers and students because they learn drawing from their cultural context (Mazrui, 1993, Sleeter, 2014). Therefore, innovation is based on teaching using indigenous knowledge, languages and content to illustrate important aspects of specific disciplines so that no student is left behind.

Target Audience

Those who will benefit the most from the book is students because they will be able to understand their diverse disciplines better as there will be indigenous concepts and teaching resources highlighted that will expound the themes they have been struggling with. Academics will be able to teach better as they will get practical models from the book on indigenising their disciplines. Policy makers will be able to hasten the implementation of decolonising the curriculum by indigenising it since they will be given practical doable transformation of the disciplines on paper from practitioners drawing from their own experiences. Higher Education Librarians will be provided with a book which has been needed by all stake holders to assist in enhancing quality education that will not leave any student behind since what will be documented in the book will be resources pivotal for Teaching and Learning in the present and future. Also other educationist interested in Higher Education even Basic Education will use the book as a resource to enhance Teaching and Learning in their context.

Recommended Topics

• Teaching disciplines using indigenous knowledge from any country or any group or community (Africa, Europe, etc.) - Biology - Mathematics - Tourism - Engineering - Religion - History - Built Environment - Medicine - Social Work - Economics - Accounting - Community Development - Geography - Law - Leadership and Management - Criminology - Anthropology - Architecture - Languages - Development Studies • Using Information technology to teach any discipline • Using games to teach a specific discipline • Oral tradition and the teaching of any discipline • Invitations of Elderly indigenous experts as a teaching pedagogy • Use of media as part of indigenous knowledge to teach any subject or course • Field trips and indigenous knowledge in teaching and learning • Environment as a model of teaching and learning any subject or course.

Submission Procedure

Researchers and practitioners are invited to submit on or before September 29, 2024, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by October 13, 2024 about the status of their proposals and sent chapter guidelines.Full chapters of a minimum of 10,000 words (word count includes references and related readings) are expected to be submitted by December 22, 2024, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-anonymized review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Indigenous Teaching Disciplines and Perspectives for Higher Education. All manuscripts are accepted based on a double-anonymized peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.



Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2025.



Important Dates

September 29, 2024: Proposal Submission Deadline
October 13, 2024: Notification of Acceptance
December 22, 2024: Full Chapter Submission
February 2, 2025: Review Results Returned
March 2, 2025: Final Acceptance Notification
March 9, 2025: Final Chapter Submission



Inquiries

Chief Editor:
Maserole Kgari-Masondo
University of Venda
Chrismasondo@gmail.com

Assistant Editors
1. Professor Sibusiso Masondo
University of KwaZulu Natal
Mdumo.masondo@gmail.com.
2. Dr Bernard Chingwanangwana
University of Venda, South Africa
Chingwanaben@gmail.com.
3. Dr Phillip Musoni
University of KwaZulu Natal
mphil2020@gmail.com



Classifications


Business and Management; Computer Science and Information Technology; Education; Life Sciences; Medicine and Healthcare; Media and Communications; Security and Forensics; Social Sciences and Humanities; Physical Sciences and Engineering
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