Teaching Dis/courses about Africa

Abstract

In this chapter, we embark on a comprehensive exploration of epistemological observations using the Flipped Classroom model to contest misconceptions about Africa. Our study examines the impact of this active pedagogical approach on students’ academic performance in South Africa and Nigeria. Analysing the comparative epistemic reflections of implementing this model in Humanities education allows us to understand its effectiveness in diverse educational contexts. The shared reflections draw on experiences with the Flipped Classroom model in first-year Literary Studies in English modules at Rhodes University in South Africa and Communication in English modules at Chrisland University in Nigeria. These insights are grounded in practical application and detailed analysis of how the Flipped Classroom model can challenge predominant stereotypes about Africa and enhance students’ understanding of African literature and culture.