How We Teach Africa Matters

Afa’anwi Ma’abo Che; Debora Malito; Wilfred M. Tarabinah; Wei Ye; Korbla P. Puplampu; Isaac Odoom; Walter Kudzai Barure; Gabriel Kosiso Okonkwo; Michelle D’Arcy; George Nana Sefa Tweneboah Dei; Paul Banahene Adjei; Núbia Aguilar; Rugare Mugumbate; Andre M. N. Renzaho; Vincent Mabvurira; Vinícius Venancio; Caitlin Brown; Gcina Mtengwane; Nolukhanyo Metula; Yvonne TIANDEM-ADAMOU; Suzanne Graham

doi:10.64449/9781997468479

How We Teach Africa Matters

Why do myths and misconceptions about Africa still dominate our classrooms? How We Teach Africa Matters confronts this critical gap in Political Science, International Relations, and Development Studies. Addressing the urgent need to confront and dismantle persistent misconceptions about Africa, its cultures, and its peoples, this book brings together a global collective of educators to share proven strategies for navigating cognitive barriers to nuanced learning about Africa. For lecturers, curriculum developers, education policymakers, and students, this is a vital resource for facilitating transformative learning about Africa. Join us in reshaping the narrative and advancing decolonial learning in higher education.

Authors: Afa’anwi Ma’abo Che ; Debora V. Malito; Wilfred M. Tarabinah, Kampala International University; Wei Ye, Chinese University of Hong Kong, Shenzhen; Korbla P. Puplampu, MacEwan University; Isaac Odoom, Carleton University; Walter Kudzai Barure, Rhodes University; Gabriel Kosiso Okonkwo, Chrisland University; Michelle D’Arcy, Trinity College Dublin; George Nana Sefa Tweneboah Dei, University of Toronto; Paul Banahene Adjei, Memorial University of Newfoundland; Núbia Aguilar, Federal University of Rio de Janeiro; Rugare Mugumbate, University of Wollongong; Andre M. N. Renzaho, Western Sydney University; Vincent Mabvurira, University of Zimbabwe; Vinícius Venancio, Leipzig University; Caitlin Brown, West Chester University; Gcina Mtengwane, University of the Free State; Nolukhanyo Metula, University of Fort Hare; Yvonne TIANDEM-ADAMOU, Wenzhou-Kean University; Suzanne Graham, University of Johannesburg

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DOI: https://doi.org/10.64449/9781997468479

Chapters

Editorial Foreword

Suzanne Graham

DOI: https://doi.org/10.64449/9781997468479-00

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Introduction
How We Teach Africa Matters

Afa’anwi Ma’abo Che , Debora V. Malito

DOI: https://doi.org/10.64449/9781997468479-01

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Academic Imperialism
Colonial Pedagogy and Africa’s Development

Wilfred M. Tarabinah

DOI: https://doi.org/10.64449/9781997468479-02

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The Disciplinary Power of Eurocentrism
Development Studies in the United Kingdom and Ethiopia

Wei Ye

DOI: https://doi.org/10.64449/9781997468479-03

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Theoretical Reflections on Knowledge Production and Teaching Africa
Insights from Africa-China Scholarship

Korbla P. Puplampu, Isaac Odoom

DOI: https://doi.org/10.64449/9781997468479-04

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Teaching Dis/courses about Africa
Epistemic Reflections and Active Pedagogies in Humanities Education

Walter Kudzai Barure, Gabriel Kosiso Okonkwo

DOI: https://doi.org/10.64449/9781997468479-05

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Using Role Plays and Worldbuilding Exercises to Challenge Misconceptions of Africa

Michelle D’Arcy

DOI: https://doi.org/10.64449/9781997468479-06

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Engaging Students as ‘Country Specialists’ to Counter the ‘Africa is a Country’ Misconception

Afa’anwi Ma’abo Che

DOI: https://doi.org/10.64449/9781997468479-07

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Elders Critical Teachings (ElderCrits)
The Epistemic Gift for De/Anti-Colonial Turn in Teaching Africa

George Nana Sefa Tweneboah Dei, Paul Banahene Adjei

DOI: https://doi.org/10.64449/9781997468479-08

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Teaching History of Africa in Brazil based on Law

Núbia Aguilar

DOI: https://doi.org/10.64449/9781997468479-09

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Transforming Education through African-centred Publishing

Rugare Mugumbate, Andre M. N. Renzaho, Vincent Mabvurira

DOI: https://doi.org/10.64449/9781997468479-10

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Dismantling the Discourses of the Master’s House
Counterpositions to Lusotropicalism from the Perspective of Lusophone Africans

Vinícius Venancio

DOI: https://doi.org/10.64449/9781997468479-11

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Helping American Students Find a Productive Positionality in the Study of Africa

Caitlin Brown

DOI: https://doi.org/10.64449/9781997468479-12

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Ubuntu
A Humanising Approach to Community Development Pedagogy in South Africa

Gcina Mtengwane, Nolukhanyo Metula

DOI: https://doi.org/10.64449/9781997468479-13

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Diverse Voices, Empowered Minds
The Transformative Power of African Teachers in Global Classrooms

Yvonne TIANDEM-ADAMOU

DOI: https://doi.org/10.64449/9781997468479-14

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References

Published

December 31, 2025

Series

African Political Science and International Relations in Focus

Copyright (c) 2025 Afa’anwi Ma’abo Che , Debora V. Malito; Wilfred M. Tarabinah, Wei Ye, Korbla P. Puplampu, Isaac Odoom, Walter Kudzai Barure, Gabriel Kosiso Okonkwo, Michelle D’Arcy, George Nana Sefa Tweneboah Dei, Paul Banahene Adjei, Núbia Aguilar, Rugare Mugumbate, Andre M. N. Renzaho, Vincent Mabvurira, Vinícius Venancio, Caitlin Brown, Gcina Mtengwane, Nolukhanyo Metula, Yvonne TIANDEM-ADAMOU

This work is licensed under a Creative Commons Attribution 4.0 International License.

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ISBN-13 (15)

9781997468479

Publication date (01)

2025-11-27

Details about the available publication format: Paperback

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ISBN-13 (15)

9781997468462

Publication date (01)

2025-11-27

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152.4mm x 228.6mm x 22.87mm

Details about the available publication format: EPUB

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ISBN-13 (15)

9781997468486

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2025-11-27

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ISBN-13 (15)

9781997468493

Publication date (01)

2025-11-27

How to Cite

Che , A. M., & Malito, D. (Eds.). (2025). How We Teach Africa Matters. UJ Press. https://doi.org/10.64449/9781997468479

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