This book, the first of its kind to treat Uganda, provides a historical analysis of the role of student voices in the development of Uganda's higher education. It not only chronicles incidents of student protests, but also explores and analyses their trigger points as well as the strategies employed by the university, the government, and the students to manage or resolve those crises. In addition, the book highlights the role played by national politics in shaping student political consciousness, in particular their involvement in protests, riots and demonstrations. The book, therefore, limits its scope to the unfolding and impact of student crisis on the process of higher education. Byaruhanga recommends that colleges and universities need to increase communication with students, as well as promote student involvement in decision and policy making, among other things, in order to forestall future conflicts. Most distinctively, the book aims to address the current paucity of research on student activism in Uganda's higher education, and highlights the critical need for research on higher education in Africa as a field of study. The book also may serve as a base for cross-national comparative analysis.

"Part of the African Higher Education Collaborative (AHEC)."

The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere.

Higher education has recently been recognized as a key driver for societal growth in the Global South and capacity building of African universities is now widely included in donor policies. The question is; how do capacity building projects affect African universities, researchers and students? Universities and their scientific knowledges are often seen to have universal qualities; therefore, capacity building may appear straight forward. Higher Education and Capacity Building in Africa contests such universalistic notions. Inspired by ideas about the ‘geography of scientific knowledge’ it explores what role specific places and relationships have in knowledge production, and analyses how cultural experiences are included and excluded in teaching and research. Thus, the different chapters show how what constitutes legitimate scientific knowledge is negotiated and contested. In doing so, the chapters draw on discussions about the hegemony of Western thought in education and knowledge production. The authors’ own experiences with higher education capacity building and knowledge production are discussed and used to contribute to the reflexive turn and rise of auto-ethnography. This book is a valuable resource for researchers and postgraduate students in education, development studies, African studies and human geography, as well as anthropology and history.

A Push from Below: How the Black Power Movement Changed Higher Education The purpose of this research was to study the link between the Black Power Movement and changes that occurred in higher education between 1960 and 1980. The main research question study was, What effect did the Black Power Movement have on changes in higher education from 1960 to 1980? The intent of this historical research is to reconstruct knowledge on the complexity of the African American freedom struggle through the voices of thirteen Black Power activists, who were leaders of Black Power organizations, faculty in black studies programs, and students. An interview process was used to conduct the study. Data was collected through semistructured interviews and a document analysis. The document analysis included primary documents, books, scholarly journals, and organizational websites. The sampling strategy was purposive because of the special knowledge of the participants. The findings were presented within organizations and across organizations. Lewin’s model of change was used to analyze the catalysts for change and the response of higher educational institutions. There was a consensus among the participants interviewed and the literature reviewed that the Black Power Movement was a student-driven movement that was responsible for the formation of black student organizations on campuses, particularly black student unions, establishment of black studies departments, an increase in African American faculty, and changes in curricula. The researcher discerned five major themes that describe the era: (1) the challenges of first-generation African American students on predominately white campuses, (2) the role of black student unions in the success of African American students, (3) the lack of representation of Africans and African Americans in college courses, (4) the role of black studies departments in providing information on Africans and African Americans, and (5) confusion between the accomplishments of the Civil Right Movement and the Black Power Movement. The major findings of the study have implications for higher education institutions in (1) student affairs, (2) andragogy, 3) curricula, and (4) diversity education. Based on the findings, it is recommended that higher education institutions maintain and build on changes made in the past based on the lessons learned from the Black Power Movement.

Winner of the Wesley-Logan Prize in African Diaspora History from the American Historical Association and the Benjamin Hooks National Book Award for Outstanding Scholarly Work on the American Civil Rights Movement and Its Legacy.

The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.