Papers by Hadiza Kere Abdulrahman
Inclusive learning and educational equity, 2022
Journal of the British Academy, 2021
This article uses a dialogic approach to explore the complex state of education in the postcolony... more This article uses a dialogic approach to explore the complex state of education in the postcolony. It revisits the subject of educational inclusion (and exclusion) and interrogates different epistemological and systemic framings of what constitutes education and knowledge, and the effects that these have on the postcolonial educational landscape. The authors ask troubling questions of the ways that the largely Eurocentric conceptualisations of these issues, and the baggage of colonial(ism/ity) can and do affect the design and delivery of education in these settings. The use of a metalogue as a methodological approach allows the contributors to jointly ponder the issues from different perspectives and positionalities, and in a way that honours their individual voices.
Critical Studies in Teaching and Learning
Review of: Komska, Y., Moyd, M. and Gramling, D. 2019. Linguistic disobedience: Restoring power t... more Review of: Komska, Y., Moyd, M. and Gramling, D. 2019. Linguistic disobedience: Restoring power to civil language. London: Palgrave Macmillan.
The Bloomsbury Handbook of The Internationalization of Higher Education in The Global South
Journal of Studies in International Education
Looking through the history of higher education in Zimbabwe, we argue that the concept of interna... more Looking through the history of higher education in Zimbabwe, we argue that the concept of internationalization of higher education is not new to Zimbabwe. Understandings, manifestations, and processes of the phenomenon over time are examined to reveal the nuances of the internationalization process in its current mode of occurrence, in an attempt to not only understand it in its colonial and postcolonial manifestation but to situate it within a wider decolonial project. Using a decolonial lens, this article explores various processes of internationalization in Zimbabwe’s higher education institutions (HEIs), viewing them either as continuities or disruptions. In so doing, we argue that for internationalization in Zimbabwe’s HEIs to fully deliver on its promises, it needs to not only engage with the issues of colonial(ism/ity) but also to understand its particular specificity in the Zimbabwean society, and the effects that this continues to have on internationalization attempts.
Journal of Studies in International Education
Looking through the history of higher education in Zimbabwe, we argue that the concept of interna... more Looking through the history of higher education in Zimbabwe, we argue that the concept of internationalization of higher education is not new to Zimbabwe. Understandings, manifestations, and processes of the phenomenon over time are examined to reveal the nuances of the internationalization process in its current mode of occurrence, in an attempt to not only understand it in its colonial and postcolonial manifestation but to situate it within a wider decolonial project. Using a decolonial lens, this article explores various processes of internationalization in Zimbabwe’s higher education institutions (HEIs), viewing them either as continuities or disruptions. In so doing, we argue that for internationalization in Zimbabwe’s HEIs to fully deliver on its promises, it needs to not only engage with the issues of colonial(ism/ity) but also to understand its particular specificity in the Zimbabwean society, and the effects that this continues to have on internationalization attempts.
The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South, 2020
Internationalization has emerged as one of the most significant areas of change in higher educati... more Internationalization has emerged as one of the most significant areas of change in higher education (HE) across the world in recent times (Maringe, foskett, and Woodfield, 2013), with varying socioeconomic , cultural, and technological impacts depending on context. olukoshi and Zeleza (2004) state that as the twenty-first century unfolds, african universities are undergoing change and confronting challenges which are unprecedented. In this cross-cutting chapter, we discuss what can be gleaned, synthesized, and distilled from the six different thematic chapters representing particular Sub-Saharan africa (SSa) contexts as a contribution to the overall internationalization of higher education (IHE) debate. The main intention is to draw readers' attention to emerging themes and gaps regarding IHE in SSa contexts that are useful for benchmarking, comparative analysis, and guiding decision making for various higher education stakeholders, inclusive of higher education institutions (HEIs), academics, governments, quality assurance agencies, researchers, students, curriculum developers, and international personnel. Refer to the various thematic country chapters for a detailed exposé of IHE in each context. This agenda of internationalization though appears to be entangled with other inextricably intertwined processes. This complexity and entwinement of issues is well articulated by olukoshi and Zeleza (2004: 3) who, while stressing the need to redefine the roles of the african university, also laid out ten key issues that must also be considered during this process. The first of these issues is how to "balance autonomy and viability"; the second being how to balance "expansion and excellence"; the third, how to achieve "equity and efficiency"; the fourth is how to deal with "access and quality"; fifth, how to express "authority and accountability"; with the sixth being how to maintain "representation and responsibility." The seventh is how to balance "diversification and differentiation." The eighth is how to attain "internationalization and indigenisation" as well as how to balance "global presence/viability and local anchorage." Lastly, the tenth is how to attain "the preservation of local knowledge systems and the adoption of global knowledge," as well as keep a balance between "the knowledge economy and knowledge society" (olukoshi and Zeleza, 2004: 3). They emphasize the importance of these universities needing to address the challenges of knowledge production and dissemination.
Journal of Studies in International Education, 2020
Looking through the history of higher education in Zimbabwe, we argue that the concept of interna... more Looking through the history of higher education in Zimbabwe, we argue that the concept of internationalization of higher education is not new to Zimbabwe. Understandings, manifestations, and processes of the phenomenon over time are examined to reveal the nuances of the internationalization process in its current mode of occurrence, in an attempt to not only understand it in its colonial and postcolonial manifestation but to situate it within a wider decolonial project. Using a decolonial lens,
JBA, 2021
This article uses a dialogic approach to explore the complex state of education in the postcolony... more This article uses a dialogic approach to explore the complex state of education in the postcolony. It revisits the subject of educational inclusion (and exclusion) and interrogates different epistemological and systemic framings of what constitutes education and knowledge, and the effects that these have on the postcolonial educational landscape. The authors ask troubling questions of the ways that the largely Eurocentric conceptualisations of these issues, and the baggage of colonial(ism/ity) can and do affect the design and delivery of education in these settings. The use of a metalogue as a methodological approach allows the contributors to jointly ponder the issues from different perspectives and positionalities, and in a way that honours their individual voices.
Journal of Studies in International Education, 2020
Looking through the history of higher education in Zimbabwe, we argue that the concept of interna... more Looking through the history of higher education in Zimbabwe, we argue that the concept of internationalization of higher education is not new to Zimbabwe. Understandings, manifestations, and processes of the phenomenon over time are examined to reveal the nuances of the internationalization process in its current mode of occurrence, in an attempt to not only understand it in its colonial and postcolonial manifestation but to situate it within a wider decolonial project. Using a decolonial lens,
Almajiranci, Islamic-based system of education in Northern Nigeria involves boys as young as seve... more Almajiranci, Islamic-based system of education in Northern Nigeria involves boys as young as seven being sent off to study and memorise the Qur'an under the tutelage of a Malam. It is currently a topic of great debate in Nigerian society as researchers and the media have linked Almajiranci and Almajirai to everything from religious uprisings to Boko Haram and political unrests. Early indications from my phenomenological study of the products of Almajiranci have shown that the narratives employed above are contradictory to the narratives that the past Almajirai create and utilise for themselves. The critical and negative representations of Almajiranci are at odds with the ones they have of themselves. There is therefore a tension between the dominant narratives and the experiences of these young men, who see the value of Almajiranci and for whom the system has shaped their identities both as humans and as Muslims. This research aims to fill a gap by giving a voice to the people who are centrally involved in the construction, contestation and transformation of its meaning – the Almajirai themselves. The research holds a lot of relevance as it allows for engagement and collaboration across disciplines on the core issues of religion, education and identity. The misrepresentation of the Northern Nigerian Almajiri's identity and its broader political and social significance is at the heart of this research.
My name is Hadiza Kere Abdulrahman and I have a PhD in Educational Research and Development from ... more My name is Hadiza Kere Abdulrahman and I have a PhD in Educational Research and Development from the University of Lincoln in the United Kingdom. My thesis focused on the Almajiranci system of Northern Nigeria,-an alternative Islamic system of education that sees young boys sent off to study the Qur'an and live with a teacher. The system has become increasingly subject to various dominant narratives, highly politicised and much maligned over the years because it often comes with many social problems-many of the boys are often at the mercy of the streets.
Talks by Hadiza Kere Abdulrahman
Panel Abstract Islamic religious infrastructure has had – and continues to have – great importanc... more Panel Abstract Islamic religious infrastructure has had – and continues to have – great importance for processes of socialization and the production and maintenance of Muslim identities in Africa. Changes during the post-colonial period have, however, affected Muslim institutions, causing structural rearrangements and new modalities to emerge. Much of this is produced by intra-religious discourses, but is also related to broader socio-political developments. This panel will investigate such changes, discussing a range of different Muslim institutions across the African continent. Hadiza K. Abdulrahman will explore changes in the mode of Islamic education in Nigeria, pointing to how different voices are engaged in debates about the meaning of education for the construction of contemporary religious identity. S. A. Chembea examines the emerging problems related to the management of waqf properties in a Kenyan context, focusing on the relationship between local Muslim communities and the state – and how a more active state has created tensions among local Muslims. Frédérick Madore similarly addresses the question of the role of the state as a religious actor – relating this to the organization of hajj in contemporary Ivory Coast. His paper demonstrates how uneven state-policies have augmented intra-religious discussions about the hajj – and how those discussions intersect with competition over economic and religious resources. Jep Stockmans examines the growth of mosques in Addis Ababa, pointing to how this has intensified intra-religious tensions. His paper focuses on religious infrastructure in a concrete and physical manner, relating this to the question of religion and materiality in general, and to local religious actors' perceptions of the other's physical presence in particular. Paper Abstracts Hadiza Kere Abdulrahman Contested Representations of Northern Nigeria's Qur'anic Schools and Almajirai Almajiranci, Islamic-based system of education in Northern Nigeria, involves boys as young as seven being sent off to study and memorize the Qur'an under the tutelage of a Malam. It is currently a topic of great debate in Nigerian society as researchers and the media have linked Almajiranci and Almajirai to everything from religious uprisings to Boko Haram and political unrests. Early indications from my phenomenological study of the products of Almajiranci have shown that the narratives employed above are contradictory to the narratives that the past Almajirai create and utilize for themselves. The critical and negative representations of Almajiranci are at odds with the ones they have of themselves. There is therefore a tension
A Powerpoint presentation at the Cadbury conference 2016 held at the University of Birmingham UK.
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Papers by Hadiza Kere Abdulrahman
Talks by Hadiza Kere Abdulrahman
For postcolonial African societies like Nigeria, whose education systems still struggle to make room for marginal groups schooled in alternative settings, there is a need to widen the margins and definitions of what exactly constitutes an education.
In such contexts grappling with various colonialities, narrowing what counts as valid knowledge to fit a Western Eurocentric definition of it, has meant that millions of Nigerians educated through the Almajiranci system of education are not only considered as ‘uneducated’, but also regarded as unfit for the modern Nigerian citizenry. Almajiranci is a classical form of Qur’anic schooling which has an estimated 8-10 million boys within it, and which is subject to various negative (mis)representations.
Slee (2011) states that Inclusive Education when framed as a tactic for reducing exclusion through recognising structural disadvantage and injustice, may be recruited as an ally in the decolonial project. This paper therefore argues that reviewing the place of the Almajiranci system by engaging critically with its conditions of marginalisation through coloniality, will allow for a more inclusive, equitable and epistemically just Nigerian education system. Redefining and reconceptualising education in general and schooling in particular to include other forms of schooling and knowledge, which do not necessarily conform to the narrow existing definitions of it, also ‘allows for Inclusive education to serve the broader decolonial project’, Walton (2018).
This paper asks us to make a case for inclusivity in the widest sense of the word, one that not only recognises but also prioritises ‘the destructive workings of power, privilege, disadvantage and exclusion in education’, especially through existing postcolonial processes and structures; and one which enables an analysis of coloniality of power, knowledge and being at work in schooling, that still exists.