Convenors: Eyob Balcha Gebremariam (University of Bristol), Puleng Segalo (UNISA), Isabella Aboderin (University of Bristol) and Divine Fuh (University of Cape Town)
In this stream, we aim to explore two key questions. Firstly, how can the Africa Charter framework help to critically analyse the orientations, institutional arrangements, and practices of transnational education (TNE) in Africa? Secondly, in what ways can transnational education address the challenges arising from increasing demands and limited provision of higher education in Africa without perpetuating historical power imbalances in education and research between Africa and the global North?
The Africa Charter identified multiple layers of power imbalances that contributed to Africa’s marginal position in the global science and research ecosystem. More importantly, the innermost layers of imbalance – epistemology, language, extraversion, and the development frame – are the most consequential but are inadequately articulated by actors striving for equity and fairness in research partnerships. We encourage our panel members to reflect on whether the Africa Charter framework offers a valuable perspective for identifying and analysing the orientations and practices of TNE in Africa.
On the one hand, Africa’s youthful population, the pressure to expand human capital, and the institutional and capacity limitations of African universities to meet the increasing demand are among the justifications for promoting TNE in Africa. On the other hand, critics highlighted that Africa’s education system, especially higher education, has been one central space where neocolonial domination is reinforced and coloniality persists. We expect panel members to reflect on the potential contributions of TNE for addressing the current challenges and increasing demand for higher education without reinforcing power asymmetries or new forms of colonial domination. Or, if addressing both problems simultaneously is unrealistic, what other alternative can we explore?
