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									Module 4C - Activity 7 - Humanities in Class Online Courses Forum				            </title>
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                        <title>Module 4C</title>
                        <link>https://humanitiesinclass.org/community/module-4c-activity-7/chapter-1-the-place-of-science-and-technology-in-our-lives/</link>
                        <pubDate>Tue, 27 Feb 2024 23:04:44 +0000</pubDate>
                        <description><![CDATA[The author begins by explaining their own experience in school. While growing up, the author was taught skills such as carving and weaving alongside “core academic subjects” such as mathemat...]]></description>
                        <content:encoded><![CDATA[<p><span style="font-weight: 400">The author begins by explaining their own experience in school. While growing up, the author was taught skills such as carving and weaving alongside “core academic subjects” such as mathematics. As the other subjects became more demanding, a separation developed between those academic subjects and “domestic artisanry”.</span></p>
<p><span style="font-weight: 400">The chapter analyzes the relationship between indigenous ways of thinking within the context of modern society. The article explores how although some people in academia have argued that indigenous thought is stagnant, it is in fact something that changes, grows, and adapts to changing circumstances. An example of innovation of indigenous thought through artifacts is through the Maasai spear. Historians have found various iterations of a spear from the Maasai. They found that it has developed to be more sophisticated throughout the years. This chapter concludes with talking about how the Maasai combine their own traditions through the centuries with modernity. These can coexist. However, it is the people who decide how that coexistence occurs.</span></p>]]></content:encoded>
						                            <category domain="https://humanitiesinclass.org/community/module-4c-activity-7/">Module 4C - Activity 7</category>                        <dc:creator>Lou Inguito</dc:creator>
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				                    <item>
                        <title>In Africa but not for Africans</title>
                        <link>https://humanitiesinclass.org/community/module-4c-activity-7/in-africa-but-not-for-africans/</link>
                        <pubDate>Tue, 27 Feb 2024 05:34:11 +0000</pubDate>
                        <description><![CDATA[After viewing the 3D rendering and taking tour through Google Maps I chose Fort San Sebastian because it was one of many Buildings located around and near the ocean (which many people wrongl...]]></description>
                        <content:encoded><![CDATA[<p>After viewing the 3D rendering and taking tour through Google Maps I chose Fort San Sebastian because it was one of many Buildings located around and near the ocean (which many people wrongly believe is non-existent) in Africa.</p>
<p>Fort San Sebastian, located in Shama, Ghana, is the third oldest fortification in the country. Built by the Portuguese between 1520 and 1526, its primary purpose was to protect their trading interests and facilitate the transfer of African slaves during the Middle Passage. The fort was later captured by the Dutch West India Company in 1642. It served as a deterrent to English interference in the Shama trade and played a significant role in the trans-Atlantic slave trade, where kidnapped Africans were imprisoned before being transported to North America. It was in Africa but not For Africans. It served the colonizers in multiple forms.</p>
<p>In an educational context, Fort San Sebastian can be connected to Advanced Placement English Literature and Theater in an environmental-themed school through exploring themes of colonialism, slavery, and historical injustices prevalent in literature and drama related to this period of history.</p>]]></content:encoded>
						                            <category domain="https://humanitiesinclass.org/community/module-4c-activity-7/">Module 4C - Activity 7</category>                        <dc:creator>ZoAnne DiFonzo</dc:creator>
                        <guid isPermaLink="true">https://humanitiesinclass.org/community/module-4c-activity-7/in-africa-but-not-for-africans/</guid>
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				                    <item>
                        <title>Module 4C - Activity 7 - Chapter 4</title>
                        <link>https://humanitiesinclass.org/community/module-4c-activity-7/module-4c-activity-7-chapter-4/</link>
                        <pubDate>Tue, 27 Feb 2024 04:15:57 +0000</pubDate>
                        <description><![CDATA[Chapter 4 explores how plants have been used as symbols of oppression, resilience, and liberation in African history and culture. The chapter highlights the historical and ongoing exploitati...]]></description>
                        <content:encoded><![CDATA[<p>Chapter 4 explores how plants have been used as symbols of oppression, resilience, and liberation in African history and culture. The chapter highlights the historical and ongoing exploitation of African plant resources by colonial powers and multinational corporations, which has led to the marginalization and disempowerment of local communities. It also discusses how certain plants have been used as tools of resistance and liberation by African societies, reclaiming their agency and knowledge systems. The chapter connects the experiences of Africans in the continent and the diaspora, emphasizing the importance of solidarity and collaboration in confronting the challenges of science, technology, and innovation in Africa. It calls for a decolonization of knowledge systems and a reimagining of a more inclusive and equitable approach to science and technology in Africa. Overall, the chapter offers a thought-provoking reflection on the complex relationships between plants, power, and liberation in the African context, urging for a reevaluation of traditional narratives and a more holistic approach to science, technology, and society in Africa.</p>]]></content:encoded>
						                            <category domain="https://humanitiesinclass.org/community/module-4c-activity-7/">Module 4C - Activity 7</category>                        <dc:creator>Hugo Perez</dc:creator>
                        <guid isPermaLink="true">https://humanitiesinclass.org/community/module-4c-activity-7/module-4c-activity-7-chapter-4/</guid>
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				                    <item>
                        <title>Activity 7: What do Science, Technology, and Innovation Mean from Africa?</title>
                        <link>https://humanitiesinclass.org/community/module-4c-activity-7/activity-7-what-do-science-technology-and-innovation-mean-from-africa/</link>
                        <pubDate>Mon, 26 Feb 2024 23:32:39 +0000</pubDate>
                        <description><![CDATA[In the first chapter of this volume, D. A Masolo reminds us that innovation lies essentially in the adjustment of means to meet defined goals. At its best, he argues, it arises from a partic...]]></description>
                        <content:encoded><![CDATA[<p><span><span class="Apple-tab-span"> </span>In the first chapter of this volume, D. A Masolo reminds us that innovation lies essentially in the adjustment of means to meet defined goals. At its best, he argues, it arises from a participatory community that collaborates in identifying relevant challenges and the resources available to meet them. By this measure, African innovation has a longstanding history—from Egyptian mummification and the architectural marvel of Aksum’s stelae to the Maasai’s 20th-century innovations in the form of ceremonial spears. The spirit of innovation continues to shape the tools of contemporary life in Africa; for instance, note the widespread ingenuity in applying cellphone technology to perform all manner of financial transactions. Yet too often, Masolo cautions, “innovation” (qua development) is managed in a top-down manner, driven by externally imposed standards (e.g., World Bank, IMF) that define goals and means without regard for local resources and ideas. Such manner of thinking, Masolo argues, stymies the natural innovation of human thinking and robs indigenous African communities (for example) of the best solutions to contemporary problems. He makes the case that indigenous knowledge, communally managed, offers the best path to innovative and <i>sustainable</i> solutions.</span></p>]]></content:encoded>
						                            <category domain="https://humanitiesinclass.org/community/module-4c-activity-7/">Module 4C - Activity 7</category>                        <dc:creator>Christine L.</dc:creator>
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