Relevant bibliographies by topics / University of Ghana. Institute of African Studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'University of Ghana. Institute of African Studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "University of Ghana. Institute of African Studies"

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Adeduntan, Ayo. "Digitising an African Studies Audiovisual Archive: Moves, Setbacks, Lessons." African Research & Documentation 139 (2021): 101–13. http://dx.doi.org/10.1017/s0305862x00023979.

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As a subset of the well-known increasing subordination of the humanities in the academy, there have always been recurrent attempts to territorially contain the discipline of African Studies on the continent. The attempts at containment are sometimes informed by factors that include concerns about contiguous disciplines within the same institution and the formal identification of African Studies with institutes which signs difference to orthodox university faculties and departments. I will cite two examples, temporally separated from each other by almost one century, to illustrate the currency of this internal suspicion. In the decade before independence, one of the earliest attempts at starting an academic department in the discipline at the University College, Ghana, was stymied by the territorial apprehension that “any new institute should not replicate work in the [other] disciplines… and that a new institute should not ‘usurp the research side of all relevant departments’” (Allman, 2013:185).
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Saele, Helena. "The 2010 APSA Workshop on Global Perspectives on Politics and Gender: Dar es Salaam, Tanzania, July 18–August 6, 2010." PS: Political Science & Politics 43, no. 04 (October 2010): 851–52. http://dx.doi.org/10.1017/s1049096510001563.

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The APSA Workshop on Global Perspectives on Politics and Gender was convened in Dar es Salaam, Tanzania, from July 18 to August 6. It was the third annual residential workshop of a multi-year initiative that APSA is organizing in sub-Saharan Africa from 2008 though 2014. The first workshop took place in Dakar, Senegal (2008), at the facilities of the West African Research Center; the second workshop was convened in Accra, Ghana (2009), at the Institute for African Studies and the University of Ghana, Legon.
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Asamoah-Gyadu, J. Kwabena. "Bediako of Africa: A Late 20th Century Outstanding Theologian and Teacher." Mission Studies 26, no. 1 (2009): 5–16. http://dx.doi.org/10.1163/157338309x442335.

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AbstractKwame Bediako of the Akrofi-Christaller Memorial Institute of Theology, Mission and Culture based in Akropong-Akwapim in Ghana, was a stalwart in the field of African Christianity and Theology. He was called home to glory in June 2008 at the age of 63 years. Converted from atheism whilst studying for a doctorate degree in French and African literature at the University of Bordeaux in France, Bediako embraced a conservative evangelical faith. He went on to do a second PhD in Theology under the tutelage of Andrew F. Walls in Aberdeen. Bediako returned to Ghana in 1984 to found the then Akrofi-Christaller Memorial Center for Mission Research and Applied Theology. Through that initiative, now a fully accredited tertiary theological educational institute, Bediako pioneered a new way of doing theology through his emphasis on mother-tongue hermeneutics, oral or grassroots theology, and the study of primal religions as the sub-structure of Christian expression in the majority Two Thirds World. These ideas are outlined in his major publications, Theology and Identity, Christianity in Africa, Jesus of Africa, and the many forceful and insightful articles scattered in local and international journals in religion and theology. For many years to come, although living in glory, Bediako's evangelical intellectual heritage will continue as a leading reference point for all those seeking to understand Africa's place in the history of world Christianity.
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Riggs, Alma. "Akwaaba! My Welcome to Ghana." African Issues 28, no. 1-2 (2000): 134–39. http://dx.doi.org/10.1017/s1548450500007046.

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I first landed on African soil in August 1999, prepared to begin a yearlong master’s program in the Institute of African Studies at the University of Ghana. During my final year as an undergraduate majoring in international affairs at Kennesaw State University in Georgia, I had applied for and was awarded a scholarship from the Rotary International Foundation. Although I had about nine months to prepare myself for my stay in Ghana, the reality of everything I saw and experienced there defied and often surpassed my expectations. The university is in Legon, a short distance north of the capital city of Accra. Accra is an enormous, sprawling city, and I really didn’t expect it to be quite so big. But with a map in hand, it was fairly simple to get from place to place, and people went out of their way to make sure I got to where I was going, if I asked for help. There is a lot of poverty, a lot of children who are on the streets selling odds and ends rather than going to school, and a lot of pollution (air, water, land, noise—you name it). But there is also an enormously warm feeling there, which is somehow indescribable. Friendliness and helpfulness seem to be characteristic, and despite the healthy dose of precaution I tried to maintain, I had the feeling (and I have been told, as well) that Accra is a very safe city.
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Journal system. "6 - Solidarity Messages." CODESRIA Bulletin, no. 02-03-04 (August 17, 2021): 12–16. http://dx.doi.org/10.57054/cb02-03-042003613.

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Babatunde A. Ahonsi, Ph.D, Senior Program Officer The Ford Foundation Office for West Africa, Nigeria. Tove Strand, Director of NORAD, Norwegian Agency for Development Co-operation, Norway President, Sida Sweden Joseph R.A. Ayee, PhD, Professor / Dean Faculty of Social Studies, University of Ghana Helmi Sharawy, Arab Research Center Hage G. Geingob, Executive Secretary, Global Coalition for Africa Dr Lennart Wohlgemuth, Director & Dr Henning Melber, Research Director, The Nordic Africa Institute, Uppsala, Sweden For the Pan African Association of Anthropology, Dr. Socpa Antoine, Executive Secretary Alfred G. Nhema, Executive Secretary, OSSREA (Organization for Social Science Research in Eastern and Southern Africa) Nouria Remaoun, Centre Nationale de Recherche en Anthropologie Sociale et Culturelle, CRASC Oran, Algeria
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Avenyo, Stevens Justice, Nelson Saviour Kwashie, and John Demuyakor. "Online sports betting in universities: Does online sports betting addictions impact the academic achievements and social relations of students?" Journal of Digital Educational Technology 4, no. 1 (January 1, 2024): ep2402. http://dx.doi.org/10.30935/jdet/14039.

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The debate on the effects of online sports betting addictions on the academic achievements and social relations of many students in higher educational institutions has dominated most public discourse in recent years in Ghana. Ghana and many other African countries have declared online sports betting addictions among students as a national security emergency. Therefore, the researchers grounded this study on gaming theory, to explore the relationship between online sports betting addictions, academic achievements, and social relations among university students (n=245 &amp; aged 18-25). The study adopted stratified random sampling to select 245 level 100 and 200 students, while five universities were purposively sampled. The universities include Ghana Telecommunication University, University of Professional Studies, Accra, University of Ghana, Ghana Communication University, and Ghana Institute of Management and Public Administration. Regression analysis and structural modeling were adopted to test three hypotheses and validate the study model. The testing of <b>H<sub>1</sub></b> and <b>H<sub>2</sub> </b>established a significant negative relationship between online sports betting addictions, academic achievement, and the social relationships of students. <b>H<sub>3</sub>, </b>however, reported some differences between male and female students’ online sports betting addictions and their social relations, as well as academic achievements. Based on the findings, this study concludes that online sports betting addictions among university students have negative academic and social relationship implications.
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A. Sanuade, Olutobi, Leonard Baatiemaa, Kafui Adjaye-Gbewonyo, and Ama De-Graft Aikins. "Improving stroke care in Ghana: a roundtable discussion with communities, healthcare providers, policymakers and civil society organisations." Ghana Medical Journal 55, no. 2 (June 1, 2021): 147–51. http://dx.doi.org/10.4314/gmj.v55i2.8.

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Even though there have been advances in medical research and technology for acute stroke care treatment and management globally, stroke mortality has remained high, with a higher burden in low- and middle-income countries (LMICs) such as Ghana. In Ghana, stroke mortality and disability rates are high, and research on post-stroke survival care is scarce. The available evidence suggests that Ghanaian stroke survivors and their caregivers seek treatment from pluralistic health care providers. However, no previous attempt has been made to bring them together to discuss issues around stroke care and rehabilitation. To address this challenge, researchers from the Institute of Advanced Studies, University College London, in collaboration with researchers from the African Centre of Excellence for Non-communicable diseases (ACE-NCDs), University of Ghana, organised a one-day roundtable to discuss issues around stroke care. The purpose of the roundtable was fourfold. First, to initiate discussion/collaborations among biomedical, ethnomedical and faith-based healthcare providers and stroke patients and their caregivers around stroke care. Second, to facilitate discussion on experiences with stroke care. Third, to understand the healthcare providers’, health systems’, and stroke survivors’ needs to enhance stroke care in Ghana. Finally, to define practical ways to improve stroke care in Ghana.
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Akoi-Jackson, Bernard, and R. Lane Clark. "“Still 2 Trouble(S) One God”: Art Exhibition at the Institute of African Studies, University of Ghana, Legon." Ghana Studies 12, no. 1 (2009): 263–71. http://dx.doi.org/10.1353/ghs.2009.0011.

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Akoi-Jackson, Bernard, and R. Lane Clark. "“Still 2 Trouble(s) One God”: Art Exhibition at the Institute of African Studies, University of Ghana, Legon." Ghana Studies 12-13, no. 1 (2011): 263–71. http://dx.doi.org/10.3368/gs.12-13.1.263.

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Takeuchi, Kazuhiko, and Edwin Akonno Gyasi. "Special Issue on Enhancing Resilience to Climate and Ecosystem Changes in Semi-Arid Africa." Journal of Disaster Research 9, no. 4 (August 1, 2014): 411. http://dx.doi.org/10.20965/jdr.2014.p0411.

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In 2011, a collaborative project focused on climate and ecosystem change adaptation and resilience studies in Africa (CECAR-Africa) with Ghana as the focal country, was initiated. The goal was to combine climate change and ecosystem change research, and to use that combination as a basis for building an integrated resilience enhancement strategy as a potential model for semi-arid regions across Sub-Saharan Africa. The Project is being financially supported by the Science and Technology Research Partnership for Sustainable Development (SATREPS), a collaborative programme of the Japan Science and Technology Agency (JST) and the Japan International Cooperation Agency (JICA). CECAR-Africa involves the following leading climate and ecosystems research organizations in Ghana and Japan: The University of Tokyo; Kyoto University; United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS); University of Ghana; Ghana Meteorological Agency; University for Development Studies; and United Nations University Institute for Natural Resources in Africa (UNUINRA). CECAR-Africa has been operating fully since 2012, with a focus on three thematic areas, namely: Forecast and assessment of climate change impact on agro-ecosystems (Agro-ecosystem resilience); Risk assessment of extreme weather hazards and development of adaptive resource management methods (Engineering resilience); and Implementing capacity development programs for local communities and professionals (social institutions-technical capacity development) using the assessment results derived from work on the first two themes. This special issue presents major outcomes of the Project so far. The articles featured used various techniques and methods such as field surveys, questionnaires, focal group discussions, land use and cover change analysis, and climate downscaled modelling to investigate the impacts of climate and ecosystem changes on river flows and agriculture, and to assess the local capacity for coping with floods, droughts and disasters, and for enhancing the resilience of farming communities. We are happy to be able to publish this special issue just in time for an international conference on CECAR-Africa in Tamale, Ghana, on 6-7 August, 2014. It is hoped that the shared research outcomes will facilitate discussions on the project research themes and interactions and exchange of ideas among academics, professionals, and government officials on the way forward for the CECARAfrica Project. We find it only appropriate to conclude by thanking the authors and reviewers of the articles, and by acknowledging, with gratitude, the local knowledge and other bits and pieces of information contributed by the many anonymous farmers and other people of northern Ghana.
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Dissertations / Theses on the topic "University of Ghana. Institute of African Studies"

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Nyantakyi-Baah, Lydia. "User perception of academic library service quality and value: the case of the Ghana Institute of Journalism and Ashesi University College libraries." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23392.

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This study explored the users' perception of the service quality and value of the libraries of the Ghana Institute of Journalism (GIJ) and Ashesi University College (AUC). Concepts like value, impact, quality, academic library service quality formed the conceptual framework of the study. The study is a comparative case study that solicited information from the perspectives of students, faculty and library staff. Open and closeended questions were adopted to gather data from 185 and 147 third year students of GIJ and AUC respectively. All library staff and 15 faculty staff each from the two institutions were interviewed to augment the responses from the students. Statistical Package for Social Science was used to analyse the closed-ended questions and descriptive statistics such as frequencies and percentages were used to present the data analysis. Data from the interviews and open-ended questions were analysed qualitatively. Findings from the study showed that the libraries were used more frequently by students than by faculty staff. The perceptions of the quality of library staff services were found to be satisfactory in both libraries. The library environment and information resources were considered adequate by AUC library users, whereas they were considered as inadequate and poor at GIJ. In all, it was found that the quality of services and the value users derived from AUC exceeds that at GIJ. The most valued aspects of the libraries were the library collections, and the friendliness and willingness of library staff to assist users. It was also found that users derived a number of benefits from using the libraries, but the libraries had no specific guidelines for measuring their value. In the past, value had been determined by the use of the library resources and success stories of users. The study considered the nature of library value and made recommendations for improving library services.
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Le, Roux Elizabeth Henriette. "Transforming a publishing division into a scholarly press a feasibility study of the Africa Institute of South Africa /." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08062007-120551.

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Karlin, Michael. "Changing Narratives, Changing Destiny: Myth, Ritual and Afrocentric Identity Construction at the National Rites of Passage Institute." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/rs_theses/20/.

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Thesis (M.A.)--Georgia State University, 2009.
Title from title page (Digital Archive@GSU, viewed June 24, 2010) Kathryn McClymond, committee chair; Timothy Renick, Gary Laderman, committee members. Includes bibliographical references (p. 73-76).
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Fakoya-Michael, Saidat Abiola. "Library usage by university accounting students : a comparison of contact and open distance learning institution in South Africa." Diss., 2017. http://hdl.handle.net/10500/24533.

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This study examines the current level of library patronage among accounting students both in the distance and a contact learning institution in South Africa. There is a relative absence of studies of academic library usage by accounting students. The low level of library usage, that is, low level of library visits and poor research skills of undergraduate accounting students has been attributed to the difficulty in integrating accounting curriculum with information literacy. However, the challenge facing academic librarians is persuading both academic faculty and accounting students to integrate information literacy into their curriculum and to convince individual students to make time in their schedules for library usage. In South Africa, this problem is compounded when it is a requirement of the accreditation body, The South African Institute of Chartered Accountants (SAICA), which requires academic departments to integrate library usage into the accounting curriculum for their programme to be accredited. The study examines the current level of library patronage among accounting students both in a distance and a contact learning institution in South Africa. The sub-objectives of the study were to investigate the reasons for low level of library patronage among accounting students in South African Universities; to determine what features would make the use of a library for locating information that is relevant and attractive to university accounting students in a contact and a distance learning institution in South Africa; and to investigate what, if any, improvements to library service can be made to make the use of the library of significant importance. Using a survey research method that utilises a structured questionnaire, this study gathered data from a sample of 500 accounting students from a distance and a contact learning institution in South Africa, out of which 379 returned completed questionnaire, representing 76%. The finding indicates that as with most accounting students across the world, South African students are no exception because of the peculiarity and design of their programme curriculum that provides recommended texts for students’ usage. The findings further show that the apathy of library services patronage among university accounting students in South Africa is exacerbated by lecturers who seldom give assignments or tasks that require the students to search for information beyond the recommended textbooks. Findings indicate that the most significant factor that influences accounting students of universities to patronise library resources are the expertise and interaction of the library staff. This is supported by the Expectation-Confirmation Theory framework which posits that patrons will continue to use library services only if their perceived perception of the usefulness of the services are satisfied. In this case, accounting students from both institutions examined in this study confirm the Expectation-Confirmation Theory framework of satisfaction being based on the perception of the library services they receive. The study recommends that in motivating accounting students to patronise library services, library management needs to understand the discipline-specific teaching and learning practices and collaborate with curriculum developers in the accounting discipline to incorporate the use of library services in their programme. Further study is encouraged to include all universities that offer accounting programmes in South Africa for a more robust finding.
Information Science
M. Inf. (Information Science)
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Moshoeshoe-Chadzingwa, Matseliso M. "Performance assessment of technical reports as a channel of information for development : a Lesotho case study." Thesis, 2002. http://hdl.handle.net/10413/3722.

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The study aims to assess performance of Technical Reports as a channel of information for development in the Lesotho context. It concurrently evaluates how a specialized information unit of the Institute of Southern African Studies (lSAS) has performed in its obligation to devise adequate mechanisms for managing the report literature and meeting the development-related needs of users. In order to achieve that aim, the study contextualized development as a process, state, and condition and highlighted some development indicators for Lesotho. Agriculture and gender were selected as sectors of development. Global conferences, as one of the many development strategies that generate technical reports heavily, were used as a benchmark. In the performance and impact assessment methodologies, case study techniques were applied with ISAS as a site and one unit ofanalysis. Technical Reports (TRs) on Lesotho were studied. Triangulation approaches were applied in sourcing data. The academics, information workers, government officials, non-governmental organizations (NGOs) and aid agencies based in Lesotho were surveyed. Research questions that guided the study centred on the productivity, distribution of technical reports, their management by intermediaries, use, non-use and the effects thereon. Seven types ofTechnical Reports feature in the development process, namely Academic, Project, Conference, Survey, Enquiry, Official and Special Committee Reports. Technical Reports are produced at varying levels depending on needs and approaches to development by producers or commissioning bodies. Academic Reports are authored mostly by the academics. The Government, Aid agencies and NGOs produce widely through external consultants/experts, who utilize centres such as ISAS where commissioning bodies do not have information services. TRs productivity is high and diverse in Lesotho, but capacity to manage the output is seemingly low, and hence under-utilization results; ISAS's out-dated mission, lack of, or limited resources and dejure national support in the form of acts and statutes affect the Institute's Technical Reports' services. Production is gender biased, thus making for imbalance in reporting on development. Agriculture as a sector is heavily researched and reported about, but the benefits to the populace are either few or non-existent. Restricted materials are estimated at 30%, but most ofthe TRs are unaccounted for. Hoarding and poor records or information management leave a vacuum that leads to a duplication of previous studies and production. The study confirmed that technical reports are required by all the surveyed groups. Technical Reports are not ofa transient nature even though they reach a peak oftopicality and use at certain periods. Where the channel conveys factual data timeously, there are developmental benefits. Low or non-use is common where there are no specialized information services especially within the civil service. Such negative factors cause delays and infrequent currency, inadequate reporting and erroneous budgetary allocations, for example. Seeminglythere is no clarity on what restricted, secret and limited materials mean. Major recommendations were made. One concerned an integrated approach to managing the channel. This would involve preparing a Manual for the production of Technical Reports which would clarify how to prepare them; for instance, the caliber of personneVexperts who should author reports, the conditions to be observed, the timeliness production, reliability of data used, and centres that would be acknowledged to then qualify for commensurate financial and other support. The other proposes that the envisaged National Research Council be given the powers to enforce the guidelines ofthe manual and related functions. The last recommends assigning to the documentalistsfor classified Technical Reports, the role of managing classified items. Consideration should also be given to important issues raised in the study, being the role of Information, Communication and Technologies (lCTs), sectors of development to be attended to, training and networking in technical report\s. Further studies are also recommended mainly for the causes and effects of the closures of information services that managed technical reports' in southern Africa; longitudinal studies on the impact of non-use oftechnical reports in major sectors ofdevelopment like Agriculture; comparative studies on the impact of specialized centres in the developed and developing countries. Further action is urged under the aegis ofbodies like the Standing Conference ofEastem, Central and Southern African Librarians (SCECSAL), Standing Conference of National and University Librarians.
Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 2002.
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Books on the topic "University of Ghana. Institute of African Studies"

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Labi, Kwame Amoah. Institute of African Studies Museum. Legon, Ghana: Institute of African Studies, University of Ghana, 1992.

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K, Drah F., Oquaye Mike, University of Ghana. Institute of African Studies., and Friedrich-Ebert-Stiftung Ghana Office, eds. Civil society in Ghana: Proceedings of a conference organised by the Institute of African Studies, University of Ghana, Legon, in collaboration with the Friedrich Ebert Foundation, Ghana Office. Accra: The Office, 1996.

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Kwame, Arhin, and Kwame Nkrumah Symposium (1985 : Institute ofAfrican Studies, University of Ghana), eds. The Life andwork of Kwame Nkrumah: Papers of a symposium organized by the Institute of African Studies, University of Ghana, Legon. Trenton, N.J: Africa World Press, 1993.

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Kwame, Arhin, and Kwame Nkrumah Symposium (1985 : Institute of African Studies, University of Ghana)., eds. The Life and work of Kwame Nkrumah: Papers of a symposium organized by the Institute of African Studies, University of Ghana, Legon. Trenton, N.J: Africa World Press, 1993.

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Kwame, Arhin, and University of Ghana. Institute of African Studies., eds. The Life and work of Kwame Nkrumah: Papers of a symposium organized by the Institute of African Studies, University of Ghana, Legon. Accra: Sedco, 1991.

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Esi, Sutherland-Addy, Goethe-Institut (Accra Ghana), and University of Ghana. Institute of African Studies., eds. Perspectives on mythology: Proceedings of a conference organized by the Goethe-Institut and the Institute of African Studies, University of Ghana between 21 and 24 October, 1997. Accra: Published for the Goethe-Institut, Accra by Woeli Pub. Services, 1999.

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Gender Analysis Workshop (1992 Legon, Ghana). Proceedings of the Gender Analysis Workshop: Organized by the Development and Women's Studies Programme (DAWS) of the Institute of African Studies, University of Ghana, Legon 14-16 July, 1992 within the framework of the British Council link between DAWS and the Department of Sociology, University of Liverpool. Edited by Kumekpor Maxine, Manuh Takyiwaa, Adomako Akosua, and University of Ghana. Development and Women's Studies Programme. [Legon: Development and Women's Studies Programme], 1992.

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Mabel, Segun, and Layiwola Dele, eds. Institute of African Studies. 2nd ed. [Ibadan, Nigeria]: University of Ibadan, 1987.

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Kabamba, J. The Institute for African Studies in retrospective: A review, 1983-1986. Lusaka: Institute for African Studies, University of Zambia, 1989.

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Onuigbo, Sam M. Fifty years of African studies: A history of the Institute of African Studies, University of Nigeria, Nsukka, 1963-2013. Enugu State: Institute for African Studies, University of Nigeria, Nsukka, 2012.

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Book chapters on the topic "University of Ghana. Institute of African Studies"

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Effah, Ebenezer Asare, and Robert E. Hinson. "Sustainability Marketing and African University Brands: The Case of the University of Ghana." In Palgrave Studies of Marketing in Emerging Economies, 53–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77204-8_4.

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Appiah-Adjei, Gifty. "Journalism Education and Ethnic Journalism in Ghana: The Case Study of Ghana Institute of Journalism and University of Education, Winneba." In Palgrave Studies in Journalism and the Global South, 23–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76163-9_3.

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Osumare, Halifu. "Dancing in Africa." In Dancing in Blackness. University Press of Florida, 2018. http://dx.doi.org/10.5744/florida/9780813056616.003.0006.

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Chapter 5 records the author’s bold move to Ghana, West Africa for nine months to study and research the basis of black dance in the Americas. She studies the curriculum of the School of Music, Dance, and Drama (SMDD) at the University of Ghana, Legon, under the ethnomusicologist Dr. Kwabena Nketia and the dance ethnologist Professor Albert Opoku. She examines the development of the internationally touring Ghana Dance Ensemble. She also explores her personal relationships with other African Americans and Ghanaians to further interrogate race and blackness from the point of view of living in West Africa. She reminisces about how her dance fieldwork in five regions of Ghana and her excursion to Togo and Nigeria broadened her perspective on herself as African American in Africa.
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Braxton, Joanne M. "Symbolic Geography and Psychic Landscapes: A Conversation with Maya Angelou." In Maya Angelou’s I Know Why the Caged Bird Sings, 3–20. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195116069.003.0001.

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Abstract Maya Angelou, Z. Smith Reynolds Professor of American Studies at Wake Forest University in Winston-Salem, North Carolina, is the author of five autobiographies, of which I Know Why the Caged Bird Sings (1970) is the first and best known.1 Even before accepting the lifetime appointment at Wake Forest, Angelou’s teaching and experience spanned not only the United States and Europe but also Africa and the Middle East. A celebrated poet, teacher, and lecturer who has taught at the University of California, the University of Kansas, and the University of Ghana, among other places, Angelou has been honored for her academic and humanistic contributions as a Rockefeller Foundation Scholar and a Yale University Fellow. While in Ghana, she worked for the African Review as feature editor. Previously, while residing in Cairo, Egypt, Angelou (who speaks French, Spanish, and Fanti) edited the Arab Observer.
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Harrison, Rashida L. "Building a Canon, Creating Dialogue." In Written/Unwritten. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469627717.003.0003.

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Rashida Harrison recounts her conversation with Cheryl Wall, the Board of Governor's Zora Neal Hurston Professor of English at Rutgers University, whose career has both shaped and followed the contours of the rise of African American literary studies. In the early 1970s, when Wall joined the faculty at Rutgers, discourses and methodology about African American literature were in their formative stages. Wall simultaneously broke new ground in the classroom and in the field. As Harrison notes, in addition to her groundbreaking scholarship, Wall has made significant contributions to diversity efforts in collaboration with the Ford Foundation and her work with Rutgers English Diversity Institute, which aims to encourage undergraduates from underrepresented communities to consider graduate studies in English.
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González, Terri-Dawn. "Finding My Place in the Lucumí Tradition as an African American Woman." In Spirited Diasporas, 150–64. University Press of Florida, 2023. http://dx.doi.org/10.5744/florida/9781683403722.003.0011.

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Terri-Dawn González is of African American Louisiana Creole heritage. She was born and grew up in Los Angeles, California. Terri-Dawn’s first exposure to African and Afro-Caribbean spirituality occurred when she was a curious teenager exploring the library of an older cousin who was an ethnomusicologist. She commenced her undergraduate studies at Xavier University in New Orleans, Louisiana, and took the opportunity to reconnect with her family and Afro-Creole culture. As a student, she explored graduate theses and doctoral dissertations regarding Yoruba religion and devised her own, unofficial program of religious study. In 1999, Terri-Dawn was ordained as a priestess of the Orisha Oshún in San Miguel del Padron, a suburb of Havana, Cuba, renowned for its deep Afro-Cuban religious history. Her relationship with the orishas and with her religious family has intensified with each passing year, and those relationships supported her marriage to a Lucumí priest of Obatalá, they manifested the healthy births of her two children, and they have upheld her through the loss of her husband to cancer. Terri-Dawn is employed by a public policy research institute in Los Angeles, California, and she continues to study the religion and manages an active Ilé Oshá, or house of orisha worship.
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Golemon, Larry Abbott. "Opening the Gates." In Clergy Education in America, 155–99. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780195314670.003.0006.

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The fifth chapter explores how theological education was opened to women, African Americans, and working class whites. Congregationalist Mary Lyon founded Mt. Holyoke Female Seminary (1837) to provide a rigorous education built on the liberal arts, theology, personal discipline, and domestic work—all designed to produce independent women for missions. Other women, like Methodist Lucy Rider, founded religious training schools for women in their denominations. For African Americans, pioneers like AME Bishop Daniel Payne, who revived Wilberforce University (1856), developed a blend of liberal arts and theological education. W. E. B. Dubois fought for this model as the way to educate “the talented tenth” needed for racial uplift. The other model, pioneered by Samuel Armstrong at the Hampton Institute (VA) and Booker T. Washington at Tuskegee (Alabama), combined a religious training school with industrial work so that black pastors and teachers could be self-supporting. Finally, Bible colleges, like that of Dwight Moody, opened theological studies to working people with only a basic education. Emma Dryer brought practical, normal school approaches to the beginnings of the Moody Bible Institute (MBI) in Chicago. Under Dr. R. A. Torrey, MBI combined a literal reading of Scripture with experiential holiness, spiritual healing, end-times prophecy, and practical business methods—all of which marked the future fundamentalist movement.
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Giddings, Paula. "The Importance of Historically Black Colleges and Universities." In Speechifying, 67–93. Duke University Press, 2023. http://dx.doi.org/10.1215/9781478027188-005.

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As president of the nation's only two historically Black colleges for women—Spelman College and Bennett College for Women—Johnnetta Betsch Cole's speeches in this chapter affirm the importance of HBCUs. In her 1988 Spelman College inaugural address, she shares her vision for Spelman as a “mecca of Black women's studies,” weaving together poetry and sociological concepts to offer a hopeful message that captures the importance of liberal arts and the education of servant leaders. In her 2012 speech at the North Carolina Institute of Minority Economic Development HBCU Forum, she discusses the accomplishments of HBCUs and the various factors that make them successful. In her 2012 Howard University speech, she contemplates the history and origins of HBCUs, as well as their impact on African American communities and the world. The chapter concludes with a 1988 interview between Cole and Paula Giddings, which offers a candid discussion of the significance and impact of Spelman and Cole's role as a nontraditional president.
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Conference papers on the topic "University of Ghana. Institute of African Studies"

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Mallinson, Brenda. "Building Online Education Capacity during a Pandemic - from Concept to Action in Developing Regions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4780.

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This paper describes a learning journey which started with a COL-supported webinar series addressing ‘Learning Design leading to Sensitisation for Online Course Development using OER’. The webinar OER materials were hosted on Moodle and required participants to complete a series of related online activities interspersed between the synchronous sessions. The high-level output of this stage was the drafting of an institutional, faculty, or departmental action plan to propagate deeper understanding and new skills at an institutional level. The second stage was the refinement of these Action Plans using a Results-Based Management approach, with the third stage being the COL-supported implementation of these plans. // In a COL collaboration with the Southern African Development Community Centre for Distance Education (SADC-CDE), the first cohort of 39 participants were drawn from four educational institutions: College of Open Schooling (COS) at Botswana Open University (BOU); Institute for Adult Education (IAE) in Tanzania; Lesotho Distance Teaching Centre (LDTC); and Namibia College of Open Learning (NAMCOL). COS BOU, LDTC, and NAMCOL continued this journey through to the final (3rd) implementation stage. // A revised webinar programme was repeated for the West African Sub-region (WASR) under a COL collaboration with the Regional Training and Research Institute for Distance and Open Learning (RETRIDOL). This involved 39 participants from Cameroon, Ghana, Sierra Leone, and the Gambia, drawn from educational institutions and national education ministries. Although this cohort did not progress to the 2nd stage of action plan refinement supported by COL, intentions were to refine plans at a national level for the WASR States. // Throughout the webinar series regular online reflections were encouraged using the Moodle blog, and a final reflection based on the Brookfield Critical Incident Questionnaire was undertaken at the conclusion of each cohort experience. Useful feedback was obtained indicating factors that sparked engagement and what constituted challenges for each cohort. // Finally, findings relating to the two cohorts’ engagement and experience of their journeys are presented, and achievements of participating institutions and countries with reference to their goals and plans are recognised. Lessons learned by the project leader and collaborators are identified, and potential improvements suggested. The projects took place during the Covid-19 pandemic within which all participating institutions and the facilitator were in lockdown in their home countries (2020/2021) and experienced associated challenges.
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