DOCSLIB.ORG

Download the Proceedings of the ADEA Triennale 2012

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Download the Proceedings of the ADEA Triennale 2012 Education and Training in Africa Promoting critical knowledge, skills and qualifications for sustainable development in Africa How to design and implement an effective response by education and training systems Proceedings of the 2012 ADEA Triennale on Education and Training in Africa Ouagadougou, Burkina Faso, February 11 to 17, 2012 Ushirika wa Maendeleo ya Elimu Barani Afrika Association for the Development of Education in Africa Association pour le développement de l’éducation en Afrique Associação para o Desenvolvimento da Educação em África Association for the Development of Education in Africa (ADEA) African Development Bank (AfDB) – Temporary Relocation Agency 13 avenue du Ghana – BP 323 – 1002 Tunis Belvédère – Tunisia in Africa and Training on Education the 2012 ADEA Triennale of Proceedings tel: +216/ 71 10 39 86 – fax: +216/ 71 25 26 69 Ushirika wa Maendeleo ya Elimu Barani Afrika E-mail: [email protected] – web site: www.adeanet.org Association for the Development of Education in Africa Ushirika wa Maendeleo ya Elimu Barani Afrika Association pour le développement de l’éducation en Afrique Associação para o Desenvolvimento da Educação em África Association for the Development of Education in Africa Association pour le développement de l’éducation en Afrique Associação para o Desenvolvimento da Educação em África Promoting critical knowledge, skills and qualifications for sustainable development in Africa: How to design and implement an effective response by education and training systems Proceedings of the 2012 ADEA Triennale on Education and Training in Africa Ouagadougou, Burkina Faso, February 11 to 17, 2012 Promoting critical knowledge, skills and qualifications for sustainable development in Africa: How to design and implement an effective response by education and training systems Proceedings of the 2012 ADEA Triennale on Education and Training in Africa Ouagadougou, Burkina Faso, February 11 to 17, 2012 Association for the Development of Education in Africa This document is an account of the proceedings of Financial support for this publication is provided out of ADEA 2012 Triennale on Education and Training in Africa. core funds, to which the following organizations are contributing The Triennale was held in Ouagadougou, Burkina Faso, members: Ministry of Education, Angola; Ministry of Education, February 11 to 17, 2012. The views and opinions expressed in this Science and Technology, Kenya; Ministry of Primary and Secondary report are those of the authors and should not be attributed to Education and Vocational Training (DRC); African Development ADEA, to its members or affiliated organizations or to any individual Bank (AfDB); European Commission; United Nations Educational, acting on behalf of ADEA. The report was prepared by Anna Obura, Scientific and Cultural Organization (UNESCO); United Nations education specialist and rapporteur for the Triennale. Children's Fund (UNICEF); the World Bank; Federal Ministry for Foreign Affairs, Department of Development Cooperation, Austria; Published by the Association for the Development of Canadian International Development Agency (CIDA); Ministry for Education in Africa (ADEA). ISBN-10: 92-9178-125-8, ISBN-13: Foreign Affairs, Finland; Ministry of Foreign Affairs, Department 978-92-9178-125-6 of International Cooperation and Development, France; German © Association for the Development of Education in Africa (ADEA) Cooperation (GIZ/BMZ); Irish Aid, Department of Foreign Affairs, 2013 Ireland; Japan International Cooperation Agency (JICA); Ministry of Foreign Affairs, Netherlands; Norwegian Agency for Development First print: May 2013. Cooperation (Norad); Calouste Gulbenkian Foundation, Portugal; A French edition of this book entitled "Promouvoir les connais- Swiss Agency for Development and Cooperation (SDC), Switzerland; sances, compétences et qualifications critiques pour le Department for International Development (DFID), United Kingdom; développement durable de l’Afrique : Comment concevoir et United States Agency for International Development (USAID). édifier une réponse efficace des systèmes d’éducation et de formation. Compte rendu de La Triennale de l’éducation et de la formation de l’ADEA — du 11 au 17 février 2012 — Ouagadougou, Burkina Faso", is available: ISBN-10 : 92-9178-126-6, ISBN-13 : 978-92-9178-126-3 Cover design and layout: Marie Moncet Sculpture " La liberté ", Damien Kaboré (Burkina Faso) Sculpture " L'éducation pour tous ", Ziba Anatole (Burkina Faso) Association for the Development of Education in Africa (ADEA) African Development Bank (AfDB) − Temporary Relocation Agency 13 avenue du Ghana − BP 323 – 1002 Tunis Belvédère – Tunisia tel: +216/ 71 10 39 86 – fax: +216/ 71 25 26 69 e-mail: [email protected] – web site: www.adeanet.org IV Association pour le développement de l’éducation en Afrique Proceedings of the 2012 ADEA Triennale on Education and Training in Africa — Ouagadougou, Burkina Faso — February 11 to 17, 2012 Contents Abbreviations and Acronyms VII Introduction 1 Part I - Triennale Proceedings 5 Opening Address of His Excellency Blaise Compaoré President of the Republic of Burkina Faso 7 Messages Delivered to the Heads of State by Key Stakeholders 9 Minister of Education and Literacy, Burkina Faso .........................................................................................................9 Chairperson, ADEA Steering Committee........................................................................................................................9 Chairperson of the ADEA Bureau of Ministers .............................................................................................................10 Vice-Minister of Education, Republic of Korea .............................................................................................................10 Representative of the Executive Director of UNESCO .................................................................................................10 Representative of the European Commission ..............................................................................................................11 Representative of the Private Sector ............................................................................................................................11 Roundtable with the Heads of State and Emissaries of Heads of State 13 Introduction to the Themes of the Triennale 15 Theme of the Triennale The major challenge of the Triennale: To identify the critical skills for bringing about accelerated and sustainable development in Africa 17 Roundtable on the Four Pillars of Sustainable Development 25 Introduction to the Three Subthemes of the Triennale 27 SUBTHEME 1 - Common core skills for lifelong learning and sustainable development in Africa .........................27 SUBTHEME 2 - Lifelong technical and vocational skills development for sustainable socio-economic growth in Africa ...........................................................................................................................................................................37 SUBTHEME 3 - Lifelong acquisition of scientific and technological knowledge and skills for Africa’s sustainable development in a globalized world ...........................................................................................................44 Presentation by the Host Country Burkina Faso’s Current Education And Training Policies seen from the ADEA Triennale Perspective 53 V Association pour le développement de l’éducation Contents en Afrique ICT in Education and Training 57 Panel on Youth Issues 63 Private Sector and Inclusive Growth: The Need for a Macro-Economic Framework and the Role of Education and Training 71 Women’s Key Role in Sustainable Development: Implications for Education and Training 79 Ethics, Values and Governance: The Core of Sustainable Development 87 Forming and Sustaining Key Partnerships: Public, Private and Civil Society Actors and Sub- Regional, Regional and International Cooperation Frameworks 93 Developing a Triennale Follow-Up Framework: Roles and Responsibilities 99 Wrap-Up by the Thematic Coordinators of the Triennale Subthemes ........................................................................99 Wrap-Up by the General Thematic Coordinators of the Triennale ...........................................................................102 The Way Forward 107 Final Contributions from Speakers Representing Constituencies at the Triennale ...............................................107 Final Contribution from The Executive Secretary of ADEA .......................................................................................108 Closing Session 111 Part II - Meeting of the Caucus of African Ministers on Education and Training: The Way Forward 113 Part III - Diaspora Day Proceedings 119 Part IV - Korea-Africa Day Proceedings 129 Annex 1 - Agenda of the Triennale 143 Annex 2 - Documents produced for the 2012 Triennale 149 Annex 3 - Provisional list of participants 155 VI Association pour le développement de l’éducation en Afrique Proceedings of the 2012 ADEA Triennale on Education and Training in Africa — Ouagadougou, Burkina Faso — February 11 to 17, 2012 Abbreviations and Acronyms AAS African Academy of Sciences AAU Association of African Universities ACCC Association of Canadian Community Colleges ADEA Association for the Development of Education in Africa AEAA Association for Educational Assessment in Africa AFD Agence Française de Développement (French development agency)
Load more

Recommended publications
  • Programme for the Late Robert William Collymore
    PROGRAMME FOR THE LATE ROBERT WILLIAM COLLYMORE Sunrise: 13th January 1958 Sunset: 1st July 2019 All Saints Cathedral, Nairobi | Thursday, 4th July | 11am PROGRAMME OF EVENTS EULOGY Presiding Minister: Provost the Right Rev. Canon Sammy Wainaina, HIS EARLY YEARS age of 18: get a job or find a new home. Not taking any Assisted by Rev. Philip Owour Bob (born Robert William) Collymore was brought up in chances, she secured an interview for him and made sure Berbice, Guyana. he showed up. MC: Jeff Koinange A lively and charming young boy, he often ran circles And so began Bob’s accidental journey into the emerging around his grandmother, who looked after him in his early world of mobile telecommunications. All the same, he ORDER OF SERVICE: years once his mother left to go to the United Kingdom to never let of his artistic dream, building his talents as a 9:00am Cathedral Opens pursue work opportunities. brilliant portrait artist and learning to play the saxophone. 10:30am All Guests are Seated Growing up amongst the fragrant flora of Guyana, Bob’s HIS WORKING YEARS deepest and earliest memory was of the strict discipline his Music by Safaricom Youth Orchestra and Ghetto Classics Bob’s first job was stacking shelves at British Telecom, a grandmother instilled in him. He watched as she invited tedious job that he undertook while discovering jazz and 11:00am Service Starts - Jazz Processional (“Smile” by Nat ‘King’ Cole) children to share the food at home, often questioning why the joys of having a full and healthy afro.
    [Show full text]
  • Changing Kenya's Literary Landscape
    CHANGING KENYA’S LITERARY LANDSCAPE CHANGING KENYA’S LITERARY LANDSCAPE Part 2: Past, Present & Future A research paper by Alex Nderitu (www.AlexanderNderitu.com) 09/07/2014 Nairobi, Kenya 1 CHANGING KENYA’S LITERARY LANDSCAPE Contents: 1. Introduction ................................................................................................................... 4 2. Writers in Politics ........................................................................................................ 6 3. A Brief Look at Swahili Literature ....................................................................... 70 - A Taste of Culture - Origins of Kiswahili Lit - Modern Times - The Case for Kiswahili as Africa’s Lingua Franca - Africa the Beautiful 4. JEREMIAH’S WATERS: Why Are So Many Writers Drunkards? ................ 89 5. On Writing ................................................................................................................... 97 - The Greats - The Plot Thickens - Crime & Punishment - Kenyan Scribes 6. Scribbling Rivalry: Writing Families ............................................................... 122 7. Crazy Like a Fox: Humour Writing ................................................................... 128 8. HIGHER LEARNING: Do Universities Kill by Degrees? .............................. 154 - The River Between - Killing Creativity/Entreprenuership - The Importance of Education - Knife to a Gunfight - The Storytelling Gift - The Colour Purple - The Importance of Editors - The Kids are Alright - Kidneys for the King
    [Show full text]
  • Normative Power Europe: Empirical and Theoretical Perspectives
    Palgrave Studies in European Union Politics Edited by: Michelle Egan, American University, USA, Neill Nugent, Manchester Metropolitan University, UK, and William Paterson OBE, University of Aston, UK. Editorial Board: Christopher Hill, Cambridge, UK, Simon Hix, London School of Economics, UK, Mark Pollack, Temple University, USA, Kalypso Nicolaïdis, Oxford, UK, Morten Egeberg, University of Oslo, Norway, Amy Verdun, University of Victoria, Canada, Claudio M. Radaelli, University of Exeter, UK, Frank Schimmelfennig, Swiss Federal Institute of Technology, Switzerland. Following on the sustained success of the acclaimed European Union Series, which essentially publishes research- based textbooks, Palgrave Studies in European Union Politics publishes cutting edge research-driven monographs. The remit of the series is broadly defined, both in terms of subject and academic discipline. All topics of signifi- cance concerning the nature and operation of the European Union potentially fall within the scope of the series. The series is multidisciplinary to reflect the growing importance of the EU as a political, economic and social phenomenon. Titles include: Ian Bache and Andrew Jordan (editors) THE EUROPEANIZATION OF BRITISH POLITICS Richard Balme and Brian Bridges (editors) EUROPE-ASIA RELATIONS Building Multilateralisms Thierry Balzacq (editor) THE EXTERNAL DIMENSION OF EU JUSTICE AND HOME AFFAIRS Governance, Neighbours, Security Michael Baun and Dan Marek (editors) EU COHESION POLICY AFTER ENLARGEMENT Derek Beach and Colette Mazzucelli (editors)
    [Show full text]
  • British Film Institute Report & Financial Statements 2006
    British Film Institute Report & Financial Statements 2006 BECAUSE FILMS INSPIRE... WONDER There’s more to discover about film and television British Film Institute through the BFI. Our world-renowned archive, cinemas, festivals, films, publications and learning Report & Financial resources are here to inspire you. Statements 2006 Contents The mission about the BFI 3 Great expectations Governors’ report 5 Out of the past Archive strategy 7 Walkabout Cultural programme 9 Modern times Director’s report 17 The commitments key aims for 2005/06 19 Performance Financial report 23 Guys and dolls how the BFI is governed 29 Last orders Auditors’ report 37 The full monty appendices 57 The mission ABOUT THE BFI The BFI (British Film Institute) was established in 1933 to promote greater understanding, appreciation and access to fi lm and television culture in Britain. In 1983 The Institute was incorporated by Royal Charter, a copy of which is available on request. Our mission is ‘to champion moving image culture in all its richness and diversity, across the UK, for the benefi t of as wide an audience as possible, to create and encourage debate.’ SUMMARY OF ROYAL CHARTER OBJECTIVES: > To establish, care for and develop collections refl ecting the moving image history and heritage of the United Kingdom; > To encourage the development of the art of fi lm, television and the moving image throughout the United Kingdom; > To promote the use of fi lm and television culture as a record of contemporary life and manners; > To promote access to and appreciation of the widest possible range of British and world cinema; and > To promote education about fi lm, television and the moving image generally, and their impact on society.
    [Show full text]
  • The Open Image: Poetic Realism and the New Iranian Cinema
    Downloaded from The open image: poetic realism and the New Iranian Cinema http://screen.oxfordjournals.org/ SHOHINI CHAUDHURI and HOWARD FINN When Mohsen Makhmalbaf's Safar e Ghandehar/Kandahar was screened at London's Institute for Contemporary Arts in Autumn at Senate House Library, University of London on December 4, 2015 2001 it drew sell-out audiences, as it did in other European and North American cities. The film's success, partly due to its timely release, also reflects an enthusiasm internationally for Iranian films which has been gathering momentum in recent years. This essay focuses on one characteristic of 'New Iranian Cinema' which has evidently intrigued both critics and audiences, namely the foregrounding of a certain type of ambiguous, epiphanic image. We attempt to explore these images, which we have chosen - very simply - to call 'open images". One might read these images directly in terms of the political and cultural climate of the Islamic Republic which engendered them, as part of the broader ongoing critical debate on the relationship of these films to contemporary Iranian social reality Our intention, however, is primarily to draw structural and aesthetic comparisons across different national cinemas, to show, among other things, how a repressed political dimension returns within the ostensibly apolitical aesthetic form of the open image. The term "image' encompasses shot, frame and scene, and includes sound components - open images may deploy any of these elements. Open images are not necessarily extraordinary images, they often belong to the order of the everyday. While watching a film one may meet them with some resistance - yet they have the property of producing virtual after-images in the mind.
    [Show full text]
  • The Nominations
    NOMINEES FOR THE NEWS AND DOCUMENTARY EMMY AWARDS ANNOUNCED BY THE NATIONAL TELEVISION ACADEMY Ceremony to be Held September 25 in New York City New York, N.Y. – July 18, 2006 (revised 11/07/06) – Nominations for the 27th Annual News and Documentary Emmy Awards were announced today by the National Academy of Television Arts & Sciences. The News and Documentary Emmy Awards will be presented on Monday, September 25 at a black-tie ceremony at the Marriott Marquis Hotel in New York City, attended by more than 700 television and new media industry executives, news and documentary producers and journalists. Sponsors for the 27th Annual News & Documentary Emmy Awards include Grass Valley, a Thomson brand, and Television Week, the print partner. “This year’s nominees have done an exceptional job of covering the major stories of the day – from the war zones around the world to the devastation of Hurricane Katrina,” said Peter Price, President/CEO, National Academy of Television Arts & Sciences. “They also shed light on serious social concerns, such as the growing number of Americans without health insurance. The quality and breadth of the reporting in this year’s nominees are exceptional.” "This year's nominations are exceptionally fine," said Bill Small, Chairman of News and Documentary Emmy Awards. "Their high quality – as good as we’ve seen in years -- is especially reflected in the large number of nominations for Hurricane Katrina coverage and aspects of the war in Iraq." The numerical breakdown, by broadcast and cable entities, as compiled
    [Show full text]
  • Criticising Journalism
    Does criticism in digital spaces matter to journalism? Legacy news media face intense criticism on social networks or blogs, while their accountability towards the public is weak. This dissertation explores the contribution of digital media critics and their criticisms to journalism, through qualitative interviews with journalists, critics and media accountability agents. The main findings show how journalists negotiate a variety of criticisms (from the rational to the uncivil) and critics (with varying expertise and influence) in digital spaces. The study is relevant today because digitality complicates the journalist-critic relationship as critical text from the public circulate in the same universe as journalistic text. What this means is that journalists must find new ways to cope with the logics of digital ARTWORK BY GODFREY MWAMPEMBWA (GADO) platforms, such as social networks and blogs. At the same time, news professionals must respond to pressure to conform to social norms such as equity in gender representation in the news, that comes through, for example, hashtag campaigns on social networks. ISBN 978-91-7867-053-6 (print) | ISBN 978-91-7867-063-5 (pdf) LAYOUT & PRINT: DOCTORAL THESIS | Karlstad University Studies | 2019:29 UNIVERSITY PRINTING OFFICE, KARLSTAD, 2019 Criticising Journalism Does criticism in digital spaces matter to journalism? Legacy news media face intense criticism on social networks or blogs, while their accountability towards the public is weak. This dissertation explores the contribution of digital media critics and their criticisms to journalism, through qualitative interviews with journalists, critics and media accountability agents. The main findings show Criticising Journalism how journalists negotiate a variety of criticisms (from the rational to the uncivil) and critics (with varying expertise and influence) in digital spaces.
    [Show full text]
  • Sexual Violence and Armed Conflict: Complex Dynamics of Re- Victimization
    Fairfield University DigitalCommons@Fairfield Politics Faculty Publications Politics Department 2007 Sexual Violence and Armed Conflict: Complex Dynamics of Re- Victimization Janie Leatherman Fairfield University, [email protected] Follow this and additional works at: https://digitalcommons.fairfield.edu/politics-facultypubs Copyright 2007 International Journal of Peace Studies. Journal articles freely available at: http://www.gmu.edu/programs/icar/ijps/ Peer Reviewed Repository Citation Leatherman, Janie, "Sexual Violence and Armed Conflict: Complex Dynamics of Re-Victimization" (2007). Politics Faculty Publications. 6. https://digitalcommons.fairfield.edu/politics-facultypubs/6 Published Citation Leatherman, Janie (2007). Sexual Violence and Armed Conflict: Complex Dynamics of Re-Victimization. International Journal of Peace Studies 12 (1): 53-71. This item has been accepted for inclusion in DigitalCommons@Fairfield by an authorized administrator of DigitalCommons@Fairfield. It is brought to you by DigitalCommons@Fairfield with permission from the rights- holder(s) and is protected by copyright and/or related rights. You are free to use this item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses, you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. IntemationalJoumal of Peace Studies, Volume 12, Number 1, Spring/Summer 2007 SEXUAL VIOLENCE AND ARMED CONFLICT: COMPLEX DYNAMICS OF RE-VICTIMIZATION Janie Leatherman Abstract This article first examines two types of causes of sexual violence in armed conflict: systemic, or more distant causes, and more proximate, or situational causes, including the role of "runaway norms." In the second part, the article draws from a phase model of conflict to understand the new wars and the types of sexual violence that they entail in different stages of conflict.
    [Show full text]
  • A Crash Course in Liberal Education: an Analysis of Civically Engaged Edutainment Videos
    Clemson University TigerPrints All Theses Theses May 2020 A Crash Course in Liberal Education: An Analysis of Civically Engaged Edutainment Videos Caitlin Marie Lancaster Anderson Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_theses Recommended Citation Anderson, Caitlin Marie Lancaster, "A Crash Course in Liberal Education: An Analysis of Civically Engaged Edutainment Videos" (2020). All Theses. 3309. https://tigerprints.clemson.edu/all_theses/3309 This Thesis is brought to you for free and open access by the Theses at TigerPrints. It has been accepted for inclusion in All Theses by an authorized administrator of TigerPrints. For more information, please contact [email protected]. A CRASH COURSE IN LIBERAL EDUCATION: AN ANALYSIS OF CIVICALLY ENGAGED EDUTAINMENT VIDEOS A Thesis Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Master of Arts Communication, Technology, & Society by Caitlin Marie Lancaster Anderson May 2020 Accepted by: Dr. James Gilmore, Committee Chair Dr. Kristen Okamoto Dr. D. Travers Scott i ABSTRACT Crash Course is an entertainment education YouTube channel that was founded on principles that align closely with that of liberal education. Liberal education is a model of education dedicated to broad knowledge, specific intellectual and practical skills, and personal and social responsibility, most notably civic engagement. Despite the value derived from liberal education, it is facing a crisis where it is replaced at the university level by neoliberalism, an ideology dominated by workforce performativity and individualism. Using Michel Foucault’s power/knowledge concept, this thesis examines the neoliberal shift in education as a crisis of power and explores how liberal education is rearticulated online through the Crash Course videos.
    [Show full text]
  • 2015 Annual Meetings in Particular
    african Development Bank Group Africa and the New Global Landscape SeminarS SerieS Contents Contents Preface 7 Introduction 9 Overview: Africa and the New Global Landscape 11 Monday, 25 May 2015 Day One 13 African Economic Outlook – 2015 13 International Dialogue on Peace Building & State Building – Steering Group Meeting (Closed Session) 14 Economic Growth in Africa: Leaving No One Behind 15 African Leadership – A Generational Dialogue (part of 50th Anniversary) 16 Africa Without Borders: What Will it Take? 17 Gender Equality: Where Are We? 18 Are We Ready for the Next Epidemic? Fixing Africa’s Primary Healthcare 19 Vox Populi Vox Dei: Africa’s Media, Speaking for Whom? 21 Partnership Program for Talent Mobility (Closed Session) 22 Tuesday, 26 May 2015 Day Two 25 50th Anniversary Commemoration Financing for Gender Results (Breakfast Closed Session) 25 Presidential Forum1: Our Bank@50 26 Presidential Forum2: A Single Market for Africa in our Lifetime 27 Our Future Is Now! Launch of the African Ecological Futures Report 28 Climate Change: The Last Mile to Paris 29 Financing Africa’s Transformation: Billions to Trillions 31 Deepening Africa’s Bond Markets 33 Development and Security: Dealing with the New Threats 34 Association of African Development Finance Institutions – (By Invitation Only) 35 Wednesday, 27 May 2015 Day Three 37 Insuring Africa 37 Trade Finance in Africa – What Next? 38 Africa-India Partnership: A vision for a New Future 39 Launch of the African Development Bank/World Bank Joint Post-Ebola Economic Recovery Program 40
    [Show full text]
  • Intermedia Agenda Setting Between Social Media and Traditional
    INTERMEDIA AGENDA SETTING BETWEEN SOCIAL MEDIA AND TRADITIONAL NEWS IN KENYA: AN ANALYSIS OF THE RELATIONSHIP BETWEEN THE TWITTER HASHTAG #LIPAKAMATENDER AND CITIZEN TELEVISION NEWS CAROLYNE W. KIAMBO UNITED STATES INTERNATIONAL UNIVERSITY- AFRICA Summer, 2018 INTERMEDIA AGENDA SETTING BETWEEN SOCIAL MEDIA AND TRADITIONAL NEWS IN KENYA: AN ANALYSIS OF THE RELATIONSHIP BETWEEN THE TWITTER HASHTAG #LIPAKAMATENDER AND CITIZEN TELEVISION NEWS CAROLYNE W. KIAMBO A Thesis submitted to the School of Communication and Cinematic Arts in Partial Fulfillment of the Requirement for the Degree of Master of Arts in Communication Studies UNITED STATES INTERNATIONAL UNIVERSITY- AFRICA Summer, 2018 Student’s Declaration I, the undersigned, declare that this is my original work and has not been submitted to any other college, institution or university other than the United States International University- Africa in Nairobi for academic credit. Signed: ________________________ Date: __________________ Carolyne W. Kiambo (ID No. 645675) ii Approval Page In accordance with United States International University – Africa policies, this thesis is accepted as partial fulfilment of the requirements for the Master of Arts in Communication Studies Sign: Date: __________________________ __________________ Lucy Gichaga, Ph.D. Supervisor _____________________________ __________________ Kioko Ireri, Ph.D. Chair, Department of Journalism and Corporate Communication _____________________________ __________________ Valerie P. Adema, Ph.D. Dean, School of Communication, Cinematics, & Creative Arts iii Copyright © by Carolyne Wanjiru Kiambo 2018 All Rights Reserved iv Acknowledgements I would first like to thank Jesus Christ for His grace and provision throughout my study. Secondly, my thesis advisor Dr. Lucy Gichaga of the School of Communication and Cinematic Arts at United Stated International University-Africa.
    [Show full text]
  • In Collaborative Pedagogical Art Projects
    BLACKBOARDS WERE TURNED INTO TABLES … Olivier Desvoignes University of the Arts London Doctor of Philosophy Questioning ‘horizontality’ in collaborative pedagogical art projects. May 2015 ABSTRACT Blackboards were turned into tables … Questioning ‘horizontality’ in collaborative pedagogical art projects is research based on the practice of the collective microsillons, which is developing collaborative pedagogical art projects in different contexts. The aim of the research is to explore the possibilities offered by ‘horizontal pedagogical exchanges’ and to question the very notion of ‘horizontality’. It interrogates the possibility to challenge, through artistic projects in educational contexts, the traditional master–pupils (or artist–participants, or gallery educator–public) relationship. After a presentation of microsillons’ position in the cultural ield, in particular regarding gallery education practices, collaborative art practices and the Educational Turn in Curating, a series of ive collaborative pedagogical art projects realized by the collective between 2009 and 2011 are presented. Inspired by methods such as thick description and Participatory Action Research, situations in those projects are studied where a more horizontal pedagogical exchange is sought. Paulo Freire’s relection about dialogical pedagogy serves as a starting point in this relection. Anarchist and libertarian pedagogies, as well as the critical pedagogies discourses following Freire, are used to discuss the various strategies used by microsillons. Through those case studies are discussed the ideas of the classroom as a laboratory for democracy, of content co-generation, of network-like organization, of unpredictability and of constructive conlicts. Drawing from poststructuralist and feminist perspectives, key terms of critical pedagogy (such as empowerment) are then rethought and the idea of ‘horizontality’ questioned, complexiied, presented as a utopian horizon rather than a practicable concept.
    [Show full text]