PART I: BIG PICTURE CONSIDERATIONS: DECOLONISING MEDIA AND COMMUNICATION STUDIES EDUCATION IN SUB-SAHARAN AFRICA 1: Connecting the dots: decolonising communication and media studies teaching and learning in sub-Saharan Africa 2: Towards centring African languages in media and communication courses in postsecondary institutions in Africa PART II: RETHINKING CLASSROOMS: IMPLICATIONS FOR STUDENTS, INSTRUCTORS, AND INSTRUCTION 3: Decolonising and reimagining instructor-student relationships in a communication and media studies fourth-level seminar 4: De-Westernisation and de-sacralisation as imperatives for the decolonisation of cinema teaching in sub-Saharan Africa 5: Decolonising from the margins to the centre: Ghanaian communication classrooms in perspective PART III: REFLECTIONS ON CURRICULA AND SYLLABI: POSSIBILITIES AND IMPOSSIBILITIES 6: Reflections on a decolonised communication and media studies curriculum 7: Towards a decolonised human, university, and curriculum: Some critical notes 8: “An-Other” centred film curricula: decolonising film studies in Africa 9: Decolonising the curricula and the space in Africa: an interdisciplinary approach 10: Should curricula be the same? Toward media studies curriculum reforms in Kenya 11: Decolonisation deferred? An analysis of the Education
5.0 Doctrine, the Zimbabwe Council for Higher Education approved media and communication curriculum and selected writings by Zimbabwean media academics 12: Proposals for a decolonised course outline for a theories and methods course in communication and media studies 13: Reformatting and decolonising postsecondary educational priorities in South Africa in view of COVID-19 PART IV: BEYOND CLASSROOMS 14: African journalists at crossroads: examining the impact of China, US, and the UK’s short-journalism training programme o?ered to African journalists 15: Ekoa?o: an African approach to decolonising communication research and practice