The Department of Distance Education recently held a three-day workshop on academic engagement and knowledge sharing. The workshop began with a welcome address by the Head of Department, Prof. Samuel Amponsah, who explained that the purpose of the workshop was to discuss opportunities for contributing to Africa's development through research.
Prof. Samuel Amponsah, Head, Department of Distance Education
The workshop provided a platform to explore aligning global research impact with the needs of African communities and encouraged dialogue on how academics and professionals could support various sectors by returning to work in Africa. It also stressed the role of academic discourse in advancing the transformation of African education, emphasising the importance of in-depth discussions and the sharing of diverse experiences to build knowledge capacity.
Dr. Oscar Koopman, delivering the lecture at the workshop
Dr. Oscar Koopman, a Senior Lecturer at Stellenbosch University, presented on 'Returning to the Broken African Body in Educational Research'. He argued that educational research in Africa should shift focus from the mind to the whole African body, as Western frameworks have neglected indigenous African perspectives that view the body as interconnected with spirituality and culture.
A cross-section of participants
Dr. Koopman advocated for a 'phenomenology of the broken African body' approach, which centres on the bodily experiences of research participants and considers how social and historical forces shape their realities. This approach provides a more nuanced understanding of education in Africa by recognising the interplay between mind, body and cultural context.
The speaker highlighted that adopting a new perspective can enrich education and challenge the marginalisation of indigenous knowledge in research. This aims to disrupt cultural biases in the study of education in Africa and centre the African body. In the workshop, Dr. Koopman discussed phenomenology, emphasising the importance of understanding human experience through introspection. He explained how phenomenological inquiry can help educators and researchers understand individual perceptions and interpretations of experiences in teaching and learning. Phenomenology encourages bracketing preconceptions to focus on experiences as they present themselves, allowing examination of how the changing world shapes one's sense of self.
During the last day of the workshop, Dr. Koopman emphasised the growing importance of academic publishing for career advancement and contributing to one's field. Drawing on his own research, he explained how publishing in peer-reviewed journals or conferences enables scholars to engage in discussions that can influence educational policy and approaches. Additionally, he highlighted the 'publish or perish' culture in higher education, where regular publications are essential for promotion and tenure. The presentation encouraged participants to view academic writing as integral to their work and identity as researchers.
Prof. Samuel Amponsah presenting the souvenir to Dr. Oscar Koopman
In his closing remarks, Prof. Samuel Amponsah, expressed gratitude to the participants for the successful workshop. It was his hope that the valuable insights gained by participants would impact their academic work. The three-day event allowed participants to interact and ask questions, deepening their understanding of the presentations. The workshop concluded with a presentation of University of Ghana souvenirs to Dr. Koopman.
Dr. Esinam Kayi, moderator for the workshop
Dr. Esinam Afi Kayi, a lecturer in the department, served as the moderator, drawing participation from faculty and postgraduate students, both in-person and online.