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Research Articles (Criminology and Forensic Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7768

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Browsing Research Articles (Criminology and Forensic Studies) by Author "Akinmolayan, Emmanuel Seun."

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    Historical overview of pandemic in Africa and the implication of its interception on education.
    (2024-03) Akinmolayan, Emmanuel Seun.; Nwokedi, Peace Ginika.; Chetty, Magavani Kantha.; Akpan, Udoh James.
    Education, an essential need of every society, has been undergoing constant transformation. Over the years, its modes of knowledge-sharing have undergone various evolutions and adaptations. The recent outbreak of COVID-19 arguably marked the latest stage in this evolutionary process, raising awareness of the digital era in African education. Considering the impact of the different disruptions to education and they have has transformed pedagogies and other socialisation processes, this paper explores the different stages of educational evolution and its impact on teaching and learning. It also employed the Cultural Historical Activity Theory (thereafter, CHAT) as the theoretical framework to appraise the evolution of education in Africa. In addition, the paper also adopted a desktop research method to examine the different phases of education in Africa, from the indigenous system(s) of education to the online learning system. The conclusion reached recommends that government and policymakers should be better prepared and trained in the event of any subsequent or emerging disruption(s) to education.
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    Towards decolonisation of primary school education in South Africa.
    (South African Journal of Childhood Education, 2024-06) Akinmolayan, Emmanuel Seun.; Hingston, Claudine Anita Cassandra. ; Akpan, Udoh James.; Arise, Omolola Ayobamidele.
    Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited curriculum and recognise African identity, culture and system as valuable for Africans. Aim: This article aims to explore coloniality within the primary school education system in South Africa and aims to motivate curriculum transformation that will divest coloniality in Africa. Setting: This article centres around South African Primary schools. Methods: This article employs a desktop approach and a systematic literature review. To collect the data, the study selected articles from different search engines such as EBSCO, Science Direct and Google Scholar. This enables the synthetisation of previous works to provide knowledge on the topic. The decoloniality theory underpins the study. Results: Primary school education in South Africa is influenced by coloniality; hence, there is a need for transformation. Conclusion: The primary school curriculum in South Africa needs to be revised in a decolonised manner to suit a multi-racial or ethnic South Africa for the realisation of an equitable and just future for Africans. Contribution: This article provides knowledge about coloniality within the context of primary schools in South Africa and further recommends curriculum transformation to a truly African manner. It thus aligns with the journal’s theme and scope, which is the interrogation of coloniality in South African primary schools.