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Whether Africa is developed or not, depends on how and what one addresses. Development is relative. Nonetheless, the fact is: Africa developed Europe; and thereby became underdeveloped. Addressed academically, the notion of development creates many questions amongst which are: Development in what? Whose development? Development for whom? Who defines development? In this volume, the development dealt with is polygonal; and touches on politico-economic sequels which also affect the social aspect. No doubt. Africa is abundantly rich in terms of resource and culture. Paradoxically, however, Africa is less developed economically compared to Europe thanks to the history of unequal encounters, among other reasons. We cannot emphasise enough the fact that Africas underdevelopment is the price of the development of Europe which is based on historical realities gyrating around Europes criminal past wherein slavery and colonialism enabled Europe to spawn its future capital and investment. How can anyone quibble about Europes development resulting from perpetual plunderage of Africa with impunity committed by European treasure-hunting adventurers? This volume prescribes Africas restorative recompense as the only way forward for the duo and the world.
This book on decolonising education chastises, heartens and invites academics to seriously commence academic and intellectual manumission by challenging the current toxic episteme the Western dominant Grand Narrative that embeds, espouses and superimposes itself on others. It exhorts African scholars in particular to unite and address the bequests of colonialism and its toxic episteme by confronting the internalised fabrications, hegemonic dominance, lies and myths that have caused many conflicts in world history. Such a toxic episteme founded on problematic experiments, theories and praxis has tended to license unsubstantiated views and stereotypes of others as intellectually impotent, moribund and of inferior humanity. The book invites academics and intellectuals to commit to a healthy dialogue among the worlds competing traditions of knowing and knowledge production to produce a truly accommodating and inclusive grand narrative informed by a recognition of a common and shared humanity.