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Thesis for Submission 27 November 2014.Pdf (3.413Mb) Building Capacity for Gambian Researchers Jennifer Marie Graham Tucker A thesis submitted to Auckland University of Technology in fulfillment of the requirement for the degree of Doctor of Philosophy (PhD) 2014 Institute of Public Policy Primary Supervisor: Professor Marilyn J. Waring Secondary Supervisor: Professor Tagaloatele Peggy Fairbairn-Dunlop i Abstract Building capacity for Gambian researchers is the result of a research inquiry in The Gambia, exploring the politics of knowledge and geo-political interests through an African or Afro-centric approach to such research. The study responded to the call from African scholars and politicians to rethink African research development using an Afro-centric framework. Critical dialogue about modern science and indigenous knowledge, new and old ways of knowing and thinking took place with researchers at The Gambian Chapter of the Educational Research Network for West and Central Africa, (ERNWACA), and the Gambian Economic and Social Development Research Institute (GESDRI), and with other academic researchers, practitioners, students, elders, African knowledge producers, politicians and theoreticians. The exploration created conditions for dialogue between the different dimensions and paradigms in a discussion of what it means to be African in the 21st century. This research was part of an inquiry into the paradigmatic characteristics of indigenous knowledge in the Gambia. Knowledge was explored as an integral aspect of the ontological theory held by local indigenous Gambian African people, where knowing is relational and participatory. Reports indicated that the general acceptance in Africa of Western knowledge systems and knowledge transfer has meant a loss of African identity, and has created a formal/informal knowledge gap in African society. Western frameworks for research promote a narrow view of research that dismisses non-traditional methodologies. The critical social science research presented in this thesis challenges the status quo, its ii influences and assumptions, and seeks to positively change these by influencing policy approaches to research development. iii Dedication For my grandchildren, who were all born during this research process Riley Sean Tucker Ava Jean Northcoat Graham McLaney Mia Jane Tucker Max Robert William McLaney iv Acknowledgements Thank you to the many individuals whose work, assistance and support has been critical in developing and writing this thesis. Without their guidance, vision and contributions, this thesis would not have been possible. This research has become much more than the interviews and analysis for a post-graduate degree; it has been a valuable opportunity to establish and enhance relationships as well as positioning my agency toward re-establishing African people’s worldviews. Firstly I wish to pay tribute to my Gambian African family. For many years I have been a witness to your joy of life, family, extended family, generosity, faith and commitment to hard work while being constantly challenged and contested by various constraints. Thank you to my Gambian colleagues at ERNWACA and GESDRI and research mentors, for the countless ways of support and assistance given to me, from organising my research process to the philosophical questioning and interpretations of my research. To my supervisor and mentor Professor Marilyn Waring; without your assistance, encouragement and knowledge, this thesis would not have happened. I sincerely appreciate your time and effort bestowed upon my thinking and writing as well as your insight, depth of analysis and expertise. I acknowledge and congratulate you for your continued and relentless work on public policy development. To my other supervisor Tagaloatele Professor Peggy Fairbairn-Dunlop, I am grateful for your advice, guidance and encouragement. Thank you for supporting me and facilitating a space to explore new theory through your knowledge of Pacific Theory. v To Paula Steans for her tireless effort in providing backup for my endless files and technical support when required throughout the process. The staff at the AUT Institute of Public Policy (IPP) especially Suzanne McIntyre and Gwen Ferguson; thank you for advice and technical support. David Parker (AUT) for the discussions and assistance with writing the thesis. Raewyn Whyte, for our many conversations. Special thanks to Norm Murray for the unenviable task of proof reading my work from the first draft, Alan Knox for his assistance and Sue Knox for her huge contribution both by working with me to understand NVivo as well as technical expertise in putting the thesis together. Thank you to Joy Oehlers for excellence in reference checking and going beyond the call of duty. To Marilyn Waring’s pot luck group, graduate students both past and present; I wish to acknowledge your strength and commitment to the PhD process. Your work and knowledge established the grounding of my academic journey, in which I am sincerely grateful and appreciative in sharing. I congratulate you all in your academic achievements. My own very dear family, Joel Tucker and Paula Steans, Reuben Tucker and Kelly Crawford Tucker, Riley and Mia, Sian Tucker McLaney and Paul McLaney, Ava Jean and Max. Thank you for unconditional love, support, understanding, and open homes. Ma waira e taurima Te marae i waho nei Ma te tika ma te pono Me te aroha e Who will be the custodians of this marae / whenua Will they be Integrity, Truth and Love/ Truth unique to each marae / iwi. This was given to me at the beginning of this research study by Kuia Aunty Irene from my community in the Hokianga, Far North, Aotearoa, New Zealand. vi Attestation of Authorship I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person (except where explicitly defined in the acknowledgements), nor material which to a substantial extent has been submitted for the award of any other degree or diploma of a university or other institutions of higher learning. Jennifer Tucker vii Acronyms ADB Asian Development Bank ADEA Association for the Development of Education in Africa ADED Academy for Educational Development APRC Alliance for Patriotic Re-orientation and Construction AU African Union CEDAW Convention on the Elimination of all forms of Discrimination Against Women CIDA Canadian International Development Agency CODESRIA Council for the Development of Social Science Research in Africa ECOWAS Economic Community of West African States ERNWACA Educational Research Network for West and Central Africa FGM Female Genital Mutilation GESDRI Gambia Economic and Social Development Research Institute GNI Gross National Income GTTI Gambian Technical Training Institute HDI Human Development Index IDRC International Development Research Centre IIEP International Institute for Educational Planning IMF International Monetary Fund ISFRA Institut Supérieur de Formation et de Recherche Appliquée (Institute for Training and Applied Research) LINKS Local and Indigenous Knowledge Systems in a Global Society LSE London School of Economics MDG Millennium Development Goals NGOs Non-Governmental Organisations NIA National Intelligence Agency OAU Organisation for African Unity SPA Strategy for Poverty Alleviation SWAPs Sector Wide Approach UNDP United Nations Development Program UNESCO United Nations Education and Scientific & Cultural Organisation viii Contents Abstract ................................................................................................................................... i Dedication ............................................................................................................................. iii Acknowledgements ............................................................................................................... iv Attestation of Authorship ...................................................................................................... vi Acronyms ............................................................................................................................. vii List of Figures ....................................................................................................................... xi Chapter One: Introduction..................................................................................................... 1 Motivation for research ...................................................................................................... 1 What are epistemologies? .................................................................................................. 5 African solutions for African problems ............................................................................. 8 The Gambia and changes in education............................................................................. 10 My experience in Africa ................................................................................................... 12 Objectives of the research (critique and creating space for dialogue) ............................. 14 Research partners ............................................................................................................. 17 Action research ................................................................................................................. 21 Public action in Africa ..................................................................................................... 23 This thesis is not
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