Theorizing Africa’s Development Problem

  • Natéwindé Sawadogo
  • Evéline M. F. W. Sawadogo Compaoré
Chapter
Part of the Social Indicators Research Series book series (SINS, volume 71)

Abstract

From the end of the first decade of the new millennium, the controversies around the role of science, and thus of higher education, in Africa’s development were over. In this chapter, we demonstrate through a thorough review of the literature and a strong synthesis of the pattern of theorizing regarding Africa’s development problem, the challenges facing the continent. Our argument is that from the end of the first decade of the new millennium, the controversies around the role of science in development have given way to a new consensus, that of science as a driver of development. In this respect, African governments have no more reason to neglect their higher education, because a controlled promotion of this will result in significant improvement in many aspects of development. The increasing central economic importance of science gives it a political significance, which social scientists are yet to uncover through an imaginative use of the frameworks that leading African scholars have developed, particularly in the 1970s, to understand the African development problem, known as dependency theory. African social theory of that period can significantly help renew the social studies of science, technology and innovation, in general, and in the area of development in particular.

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Natéwindé Sawadogo
    • 1
  • Evéline M. F. W. Sawadogo Compaoré
    • 2
  1. 1.University of Ouaga IIOuagaBurkina Faso
  2. 2.Environmental and Agricultural Research Institute (INERA)National Research for Scientific and Technological Research Centre (CNRST)OuagaBurkina Faso

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