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Turning the Tide in Curriculum Development in Teaching European Studies in Africa

Teaching the EU: Fostering Knowledge and Understanding in the Brexit Age

ISBN: 978-1-80043-275-8, eISBN: 978-1-80043-274-1

Publication date: 13 May 2021

Abstract

The objective of this chapter is to advocate a relevant and balanced curriculum of European Studies as a discipline that African and European teachers and learners can embrace. This will be achieved through critical documentary analysis of existing curricula on the subject as well as critique of relevant literature. Europe and Africa are the two most contiguous continents that share centuries of relations. Despite the existence of many forms of diplomatic relations, knowledge flows and exchange between the continents have been very minimal at best and apparently unidirectional. The troubled history of relations between the two continents continue to affect way knowledge production and curricular are defined. The gap in knowledge fosters mutual suspicion, distrust, and lack of cooperation. European Studies as a distinct academic discipline has recently made its way in the teaching and learning curricula of universities and research centers around the world. Some institutions in Africa are also introducing European Studies. A key aspect of European Studies vis-á-vis Africa is the content and quality of curriculum. The turn in discourses on decolonization and race relations in the world of the early twenty-first century makes this period a unique opportunity for the review of European Studies curricula in Europe and Africa. The authors find that deepening Euro-African relations will require a new curriculum that would reflect changes that have taken place over the years in Africa.

Keywords

Citation

Oloruntoba, S.O., Nshimbi, C.C. and Ajisafe, D. (2021), "Turning the Tide in Curriculum Development in Teaching European Studies in Africa", Visvizi, A., Field, M. and Pachocka, M. (Ed.) Teaching the EU: Fostering Knowledge and Understanding in the Brexit Age (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, Bingley, pp. 179-192. https://doi.org/10.1108/978-1-80043-274-120211012

Publisher

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Emerald Publishing Limited

Copyright © 2021 Samuel Ojo Oloruntoba, Christopher Changwe Nshimbi and Dickson Ajisafe