\r\n\tThis book aims to assemble a selection of expository and research chapters that will benefit students new to the field and researchers alike.
",isbn:null,printIsbn:"979-953-307-X-X",pdfIsbn:null,doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!1,hash:"cfc8c8cd49ec048bdc4d96f40f08421a",bookSignature:"Associate Prof. Leo Butler",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/7791.jpg",keywords:"Variational Principles, Action Minimizers, Minimizing Measures, Critical Values, Liouville-Arnold Theorem, Invariant Tori, Singular Foliations, Near Integrability, Stability, Perturbation Theory, Quasiperiodic Orbits, Differential Galois Theory, Topological Entropy, Transverse Homoclinic Points, Transport",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:0,numberOfDimensionsCitations:0,numberOfTotalCitations:0,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"December 12th 2018",dateEndSecondStepPublish:"January 15th 2019",dateEndThirdStepPublish:"March 16th 2019",dateEndFourthStepPublish:"May 21st 2019",dateEndFifthStepPublish:"July 20th 2019",remainingDaysToSecondStep:"2 years",secondStepPassed:!0,currentStepOfPublishingProcess:5,editedByType:null,kuFlag:!1,biosketch:null,coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"191349",title:"Associate Prof.",name:"Leo",middleName:null,surname:"Butler",slug:"leo-butler",fullName:"Leo Butler",profilePictureURL:"https://mts.intechopen.com/storage/users/191349/images/system/191349.jpg",biography:"Dr. Butler is currently an associate professor of Mathematics at the University of Manitoba in Winnipeg, Canada. He completed a degree in economics at the University of Ottawa (1990–1993); worked as a research assistant at the Bank of Canada (1993–1995); and studied mathematics at\nQueen\\'s University (1995–2000) where he obtained an MSc and PhD. He has held positions at Northwestern University, Queen\\'s University, University of Edinburgh, Central Michigan University, and North Dakota State University. His main research interests include Hamiltonian\nmechanics. 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From chapter submission and review, to approval and revision, copyediting and design, until final publication, I work closely with authors and editors to ensure a simple and easy publishing process. I maintain constant and effective communication with authors, editors and reviewers, which allows for a level of personal support that enables contributors to fully commit and concentrate on the chapters they are writing, editing, or reviewing. I assist authors in the preparation of their full chapter submissions and track important deadlines and ensure they are met. I help to coordinate internal processes such as linguistic review, and monitor the technical aspects of the process. As an ASM I am also involved in the acquisition of editors. 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1. Introduction
The core function of the immune system is preserving ‘self’ and rejecting ‘non-self’. Biologically, ‘non-self’ is most often seen as exogenous biologicals (e.g., viruses and bacteria), abnormal autologous cells (e.g., cancers) and, more recently, ‘man-made diseases’ arising from the purposeful introduction of ‘non-self’ (e.g., enzyme-replacement therapy, transfusion and transplantation medicine). Immunological ‘self’ of most tissues is imparted by the major histocompatibility complex (MHC) which encodes a variety of proteins that provide a means for identifying, targeting, and eliminating foreign invaders and diseased cells while preserving normal ‘self’ tissue [1, 2, 3]. The MHC proteins themselves consist of three classes. MHC Class I molecules are expressed on virtually all nucleated cells while Class II molecules are expressed exclusively on antigen presenting cells (APC; e.g., monocytes, macrophages, dendritic cell, B lymphocytes, and endothelial cells) and activated T lymphocytes. MHC Class III genes encode components of the complement system. The human MHC is referred to as the Human Leukocyte Antigen (HLA) complex while the murine equivalent is referred to as the Histocompatibility-2 (H2) complex. In the context of MHC-mediated immune recognition, the T lymphocyte (T cell) is of particular importance and plays a (the) central role in transfusion-associated graft versus host disease, transplant rejection, autoimmune diseases and cancer therapy. In terms of human diseases, autoimmune disorders and cancer are of most significance clinically.
The activation status of T cells plays a critical role in normal immunological homeostasis, the response to cancers, rejection of tissue/organ grafts, and the ontogeny and pathophysiology of autoimmune diseases. T cells encompass multiple subpopulations that can exert either a protolerogenic effects (regulatory T cells; Tregs) or a proinflammatory responses (effector T cells; Teff). Hence, in examining the immune status, the relative abundance of Tregs and Teff, i.e., the Treg:Teff ratio, is critical. Indeed, skewing the immune response towards either end of the continuum leads to significant medical consequences. As shown in Figure 1, an immunosuppressive state (increased Treg and/or decreased Teff) may facilitate the growth and spread of abnormal (i.e., cancer) cells, or in the context of transplantation medicine enhance engraftment, while a proinflammatory state (decreased Tregs and/or increased Teff) that may give rise to an autoimmune disease, graft rejection or, in the case of cancer, enhance tumor cell elimination. Indeed, modern clinical approaches attempt to pharmacologically modulate the Treg:Teff ratio in the treatment of autoimmune disease, tissue transplantation and cancer therapy.
Figure 1.
The yin and yang of the cellular immune response. A key aspect of immune regulation is the dualism of the tolerogenic (Treg; e.g., Foxp3+, IL-10+, TGF-β+ and IL-4+) and effector (Teff; e.g., Th17+, IL-2+, INF-γ+ IL-12+, and TNF-β+) CD4+ T cells. Effector T cells also include cytotoxic CD8+ T cells (CTL). These seemingly disparate cellular subpopulations are actually complementary, interconnected, and interdependent in regulating the immunological response. As such, the immune response is a continuum that may be best reflected by the Treg:Teff ratio. Indeed, the skewing of the Treg:Teff ratio towards either the left or right influences the immunological risks/benefits of an animal. As shown, a skewed response towards the Treg cells may prevent T1D or could be used to prevent rejection of transplanted islets. In contrast, skewing towards the Teff populations increases the risk of autoimmune diseases such as type 1 diabetes (T1D) consequent to the development of insulitis of the islet cells.
2. Autoimmune diseases: increasing the Treg:Teff ratio
Autoimmune diseases affect virtually all tissues and organs and encompass such diverse diseases as Type 1 Diabetes (T1D), Crohn’s disease (CD), Multiple Sclerosis (MS), Rheumatoid Arthritis (RA) and immune thrombocytopenia (ITP). Despite the diversity of tissues affected, extensive research has demonstrated the central role for T cells with Treg being downregulated and Teff upregulated leading to a reduced Treg:Teff ratio and a chronic pro-inflammatory state (Figure 1). Current clinical approaches to regulating the Treg:Teff ratio are almost entirely focused on reducing the Teff component. Most commonly, treatments for chronic autoimmune diseases include administration of systemic steroids (e.g., dexamethasone), cytotoxic anti-proliferative/activation agents (e.g., cyclosporine), and interruption of proinflammatory cytokine signaling cascades (e.g., Enbrel) resulting in the induction of a general immunosuppressive state in the individual (Figure 2). While these pharmacological approaches are often highly effective in controlling the autoimmune disease, they also pose significant risks to the individual including increased risks of opportunistic infections, cancer and organ injury. Perhaps surprisingly, very few clinical tools exist to increase the Treg component of the Treg:Teff ratio. Importantly, an increase in the functional Treg component would be very effective at reducing the damage induced by the Teff subsets in autoimmune diseases and decreasing the risk of Host versus graft disease in tissue/organ transplantation.
Figure 2.
Current pharmacologic therapies almost exclusively targets T cell activation and the Teff subpopulations. The proliferation of pro-inflammatory T cells (e.g., CTL, Th17, Th1 populations) and decrease in regulatory T cells (Treg) are commonly observed in both autoimmune and allorecognition immune responses. The majority of current therapeutic agents are primarily cytotoxic agents preventing T cell activation (e.g., cyclosporine and rapamycin) or T cell proliferation (e.g., methotrexate, corticosteroids and azathioprine). Additionally, some blocking antibodies have been investigated. In contrast, very limited, if any, pharmaceutical approaches are effective at increasing the Treg populations.
3. Cancer immunotherapy: decreasing the Treg:Teff ratio
In contrast to autoimmune diseases, immunosuppressive states (i.e., increased Treg:Teff ratio) exist resulting in a failure to appropriately respond to abnormal cells (e.g., cancer) or infective agents (e.g., viruses and bacteria). This immunosuppressive state is most commonly exemplified by the progression and metastases of cancers arising from a poor or impaired cellular immune response to abnormal cells. Indeed, cancer progression is most often characterized by an impaired Teff response; either due to failure in recognizing abnormal cells (i.e., ‘non-self’) or via an existing immunosuppressive state arising from pharmacological agents or an inherent skewing of the Treg:Teff response towards the Treg cells. Unlike immunosuppressive diseases, the focus of clinical therapy has historically focused on cytotoxic chemicals that exert an enhanced lethality to cancer cells; though it is crucial to note that these agents also exhibit toxicity to normal cells, especially populations characterized by high proliferation rates (e.g., bone marrow; intestinal epithelial cells). Only more recently has cancer therapy began to focus on immunomodulation; in essence actively modulating the Treg:Teff ratio. Cancer immunotherapy has most commonly utilized cytokine therapy or direct activation of T cells via mitogens or monoclonal antibody therapy (Figure 3). However, both of these approaches are beset by systemic toxicity limiting their practical use. More recently, adoptive cellular therapeutic (ACT) approaches, using either allogenic T cells and/or CAR-T cells, have been used. However, while clearly an increasingly important cancer immunotherapy, these cellular approaches are expensive and, to date, continue to pose a risk of uncontrolled immune activation and bystander cell injury [4, 5, 6].
Figure 3.
Pharmacologic immunoactivation approaches have proven problematic due to their induction of poorly controlled inflammatory responses. A common cause of toxicity to these approaches has been the induction of the cytokine release syndrome (i.e., cytokine storm) [4, 5, 6].
4. Biological modulation of the immune response
While pharmacologic agents remain the mainstay of modern medicine in treating both autoimmune diseases and cancers, a more direct ability to biologically modulate the Treg:Teff ratio could, potentially, be a safer and more effective tool in treating disease. It is worth noting that the biological modulation of the immune response is not a new concept. Indeed, the theory and practice of proinflammatory (i.e., decreasing the Treg:Teff ratio) immunotherapy originated with William Coley’s treatment in 1891 of cancer patients with bacteria (and other toxins) in order to induce an immune response that would exert a bystander effect on the tumor mass [7, 8, 9, 10]. This pioneering clinical research has led to the recognition of Coley as the “Father of Immunotherapy”. Indeed, Coley’s Toxins were a mainstay of cancer therapy for much of the early twentieth century and were marketed up to ∼1962. However, these biologics were poorly defined, subject to diverse manufacturing standards (or lack thereof), and highly variable in their efficacy. By the mid twentieth century, criticisms from within the medical community led to less usage of Coley’s Toxins as they were supplanted by the newer, and ‘safer’, developments of radiation therapy and chemotherapy; ironically both of which are now recognized to pose very significant short- and long-term risks to the patient. Indeed, it is these risks that are today driving forces in rediscovering immunotherapy.
Today, ∼130 years after Coley’s Toxins made their initial debut, modern immunotherapy has begun to revisit Coley’s core principles of modulating (i.e., inducing) the endogenous immune response. Several approaches have been pursued to enhance the patient’s own immune response. Ironically, similarly to Coley’s use of Streptococcus pyogenes and Serratia marcescens, genetically modified strains of Salmonella sp. as well as recombinant polioviruses have been used in tumor therapy to induce an inflammatory microenvironment at the tumor site [11, 12, 13, 14]. Tumor-specific immunotherapy has also been explored in which cancer cells from patients have been isolated, irradiated and modified for the re-infusion into the patient in an attempt to enhance anti-tumor immune activation and improve tumor killing [15, 16, 17, 18, 19]. But perhaps the favored approach has been the application of adoptive cell transfer (ACT) immunotherapy and, especially, chimeric antigen receptor (CAR)-T cell therapy [20, 21, 22]. While CAR-T cells will prove to be a crucial tool in cancer immunotherapy, they are beset by significant issues including cost, manufacturing time (weeks-months) and the risk of inducing cytokine release syndrome [4, 5, 6].
However, of significant clinical importance, few studies/approaches to date have elucidated effective biological immunotherapeutic approaches for modulating the Treg:Teff ratio (Figures 2 and 3). The ability to biologically manipulate the Treg:Teff ratio in a controllable manner would be of significant benefit in the treatment of cancer as well as the treatment of autoimmune diseases and the prevention of graft rejection.
5. A new approach to the biomodulation of the Treg:Teff ratio
As described in the preceding sections, pharmacologic agents, the current mainstay of clinical medicine, are, relatively speaking, non-specific agents beset with often significant adverse side effects. Hence, over the last decade increasing research has been done on biologically modifying the innate Treg:Teff immune response. In this chapter we will discuss a novel biomodulatory approach that more effectively, and directly, target the Treg:Teff ratio by increasing or decreasing Treg cells while simultaneously, and inversely, decreasing of increasing Teff subsets (Figure 4). This approach, derived from our work on the polymer-based bioengineering of allogeneic T cells and their use directly, or via the production of acellular microRNA (miRNA), to induce a tolerogenic or proinflammatory state characterized by significant changes in the Treg:Teff ratio [23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35].
Figure 4.
Biomanufacturing immunomodulatory secretomes and purified miRNA. Panel A: Immunocamouflage of donor cells by the covalent grafting of methoxy(polyethylene) glycol (mPEG) to one donor population in a mixed lymphocyte reaction (MLR) results in the disruption of the essential cell–cell interactions (blue test) decreasing T cell proliferation and altered subset differentiation patterns. As shown, Treg cells are vastly increased while Teff subsets (CTL, Th1 and Th17 shown) are decreased resulting in an increase in the Treg:Teff ratio. Importantly, the secretome from the mPEG-MLR exerts a tolerogenic response when used either in vitro or in vivo. The key component of the secretome are miRNA. Panel B: Current pharmacologic therapy almost exclusively targets T cell activation and proliferation consequent to allorecognition. Response to non-self is in large part mediated by cell–cell interactions between antigen presenting cells (APC; e.g., dendritic cells) and naive T cells. This cell–cell interaction is characterized by essential adhesion, allorecognition and co-stimulation events. Consequent to allorecognition, a proliferation of proinflammatory T cells (e.g., cytotoxic T lymphocyte, CTL; Th17, IL-17+; Th1, IFN-γ+; and IL-2+ populations) and decrease in regulatory T cells (Treg, Foxp3+ and CD25+) is observed. Panel C: As shown in photomicrographs, in a control MLR, significant and persistent interactions (black arrows) occur between allogeneic lymphocytes (LYM) and dendritic cells (APC). The lymphocyte adhesion and antigen presentation interactions typically occur at pseudopodal extensions from the APC (white arrows). PEGylation of either allogeneic PBMC population decreases the stability and duration of initial cell:cell interactions between lymphocytes due to the global charge and steric camouflage of membrane proteins. Panel D: Importantly, the secretomes/miRNA bioproduction is both simple and rapid. As shown, allogeneic leukocytes (a, b) are incubated for 5 days and the secretome is collected. The secretome itself can be used or the miRNA component of the secretome can be further isolated for use. Both the secretome and miRNA can be stored frozen as they are stable under freeze–thaw conditions. The key component of the secretome are soluble (free and exosome) miRNA. Size of the T cell populations denotes increase or decrease in number. Apoptosis is indicated by blebbing. Data derived from Refs. [23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35]. Figure modified from Scott et al. [35].
Biomanufacturing of these immunomodulatory therapeutics was accomplished using a rapid and inexpensive leukocyte allorecognition-based system (Figure 4) [34, 35]. The core component of the biomanufacturing system is, in essence, a two-way mixed lymphocyte reaction (MLR) in which MHC-disparate leukocyte populations (either human PBMC or murine splenocytes) are co-incubated. Previous work from our laboratory demonstrated that the covalent grafting (PEGylation)of methoxy(polyethylene glycol) [mPEG] to one leukocyte population resulted in abrogation of the MHC-mediated proliferation of Teff cells [23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42]. Moreover, these studies demonstrated that, consequent to impaired cell:cell communication (Figure 4C), the weak allostimulation induced a tolerogenic/anergic state both in vitro and in vivo (Figure 4A) [29, 30, 31, 32, 33, 34, 41]. The PEGylated cells themselves, or the resultant purified Treg cells, can be adoptively transferred to induce systemic tolerance in the recipient. Importantly, our studies demonstrated that the secretome of PEGylated-MLR also exerted a tolerogenic effect in vitro and in vivo [25, 26, 27, 29, 30, 31, 32, 33, 34]. In parallel to the PEGylated cells, the control MLR (Figure 4B) was used to generate a proinflammatory secretome, or with further purification, miRNA preparation that could induce a controlled inflammatory response in unactivated T cells [25, 26, 27, 29, 30, 31, 32, 33, 34]. Most importantly, the process is rapid (5 days), inexpensive and can be accomplished using stand tissue culture facilities—though also suitable for larger scale bioreactor systems (Figure 4D).
The two biomanufactured miRNA-enrich therapeutics, denoted as TA1 for the tolerogenic preparation and IA1 for the proinflammatory preparation, exert potent immunomodulatory effects on T cells differentiation (Figure 5). TA1 drives the differentiation of CD3+CD4−CD8− T cells towards Treg cells (CD4+Foxp3+CD25+) while IA1 drives T cell proliferation towards both CD4+ Th17 and Th1 cells and also towards CD3+CD8+ cytotoxic T lymphocytes (CTL). Thus, stable and storable (freeze–thaw stable) tolerogenic and proinflammatory biologics can be rapidly (5 days) and reproducibly biomanufactured.
Figure 5.
In vitro and in vivo flow cytometric and functional analyses of T cells demonstrates that the TA1 and IA1 therapeutics differentially skew the differentiation pattern of naive CD3+CD4−CD8− T cells. As shown diagrammatically, TA1 favors tolerogenic/anergic T cell subsets while significantly inhibiting proinflammatory Teff populations. Conversely, as shown by the skewing of the Treg:Teff ratio, IA1 induces differentiation and proliferation of both CD4+ and CD8+ Teff subsets while reducing Treg populations.
Importantly, the active component of the TA1 and IA1 therapeutics are miRNAs—not cytokines or other potential immunomodulatory effectors [31, 34, 35]. The role of miRNA can be seen by the loss of immunomodulatory activity of TA1 and IA1 conditioned murine plasma upon treatment with RNase (Figure 6). As shown, naïve control mice (N) have high levels of Treg cells relative to Th17 cell. However, when challenged with a transfusion of allogeneic cells (AC), by day 5 Treg cells have decreased significantly with a concomitant increase in Th17. However, if naïve mice are pretreated with TA1 or IA1, the immune response to the allogeneic cells is dramatically altered. TA1 pre-treatment resulted in a maintenance, and slight elevation, of normal murine Treg levels and prevention of the Th17 upregulation upon allogeneic challenge. In contrast, IA1 pre-treatment enhanced the inflammatory response to the allogenic cells; i.e., significantly decreased Treg and increased Th17 cells relative to both naïve mice and control AC challenged mice. Importantly, RNase treatment of the TA1 or IA1 samples to degrade the miRNA component resulted in the attenuation of their respective immunomodulatory activity resulting in a T cell response virtually identical to the AC treated control mice.
Figure 6.
The active component of TA1 and IA1 are miRNA as evidenced loss of immunomodulatory activity consequent to RNase treatment. A microRNA (miRNA) specific preparation made from mice previously treated (5 days prior) with mPEG-allogeneic leukocytes yielded a systemic immunomodulation (increased Tregs, decreased Th17 T cells) very similar to the mPEG-cellular product within the spleen of mice 5 days post treatment with the miRNA preparation. As shown, the immunomodulatory effect is lost by treatment with RNase enzymes. N = naïve mice; AC = allogeneic cells; miRNA alloplasma fraction ± RNase; and mPEG-alloplasma ± RNase.
6. Treatment of autoimmune diseases via Treg:Teff modulation
Autoimmunity arises consequent to an animal/individual’s immune system recognizing their own tissues as ‘non-self’. The Non-Obese Diabetic (NOD) mouse is an inbred strain that exhibits the spontaneous development of a variety of autoimmune diseases including insulin dependent T1D. The murine autoimmune diabetes develops spontaneously around 16–20 weeks of age though studies indicate that the autoimmune process begins by weeks 3–4 [43, 44, 45, 46, 47, 48, 49, 50, 51]. Of note, the NOD mouse has been extensively used to study the mechanisms underlying autoimmune-mediated diabetes as well as to evaluate therapeutic interventions on disease pathogenesis. To investigate the ability of TA1 to attenuate disease progression and incidence, 7-week-old NOD mice were treated with TA1—no other interventions were done.
As demonstrated in Figure 7A, the onset and incidence of diabetes was assessed and correlated with the Treg:Teff ratio of the mice [31, 32, 33, 34, 35]. As shown, 75% of the untreated NOD mice, but only 40% of the TA1 treated mice, developed T1D. The onset of T1D was correlated with the Treg:Teff ratios of the individual mouse (Panel A). As shown, the TA1 treated mice exhibited significantly increased Treg:Teff ratio which correlated with significantly delayed onset of the disease in the mice that became diabetic. Mice with very high Treg:Teff ratios (average > 250) in either the control or TA1 treated mice remained normoglycemic. Moreover, TA-treatment was associated with improved islet histology (Figure 7B) as reflected by the lower incidence of overt insulitis and peri-insulitis. Indeed, no normal islets were observed in the control diabetic NOD mice. In contrast, in TA1 treated mice that became diabetic, almost 20% of their islets exhibited normal morphology—more than that observed in normoglycemic NOD mice at 30 weeks. In the normoglycemic TA1 treated mice > 40% of the islets exhibited normal histology.
Figure 7.
Inhibition of T1D in the NOD mouse via induction of immunosuppression by the administration of immunomodulatory miRNA. Panel A: Age of onset for T1D versus the Treg:Teff ratio in the control and TA1-treated NOD mouse. Note that TA1 therapy dramatically increased the Treg:Teff ratio and delayed both onset and incidence of T1D. In contrast, in control NOD mice the Treg:Teff ratio shifted left towards the expansion of Teff cells and disease progression. Panel B: Shown are the percentages of pancreatic islets exhibiting normal morphology or evidence of insulitis or peri-insulitis. Also shown are photomicrographs of islets exhibiting (left to right) normal morphology, peri-insulitis and insulitis. Data from Wang et al. [31].
Mechanistically, the changes noted in the Treg:Teff ratio (using Foxp3+ and Th17+ lymphocytes as surrogates for Treg and Teff, respectively) correlating with the changes noted in multiple T cell subsets [31]. As shown in Figure 8, analysis of the pancreatic lymph node demonstrated that TA1 induced multiple tolerogenic T cell subpopulations (e.g., Foxp3+, IL-10+, TGF-β+ and IL-4+ CD4+ T cells) and down regulated multiple Teff subgroups (Th17+, IL-2+, INF-γ+ and TNF-β+ CD4+ cells). Hence, TA1 effectively skewed the Treg:Teff ratio towards a tolerogenic-immunosuppressive environment within the pancreas that consequently inhibited the effector T cell dependent autoimmune disease process. Importantly, the TA1 induced immunomodulation was not limited to the pancreas as T cell subtyping of multiple lymphoid tissues, as well and the blood, demonstrated that the induced tolerogenic environment was systemic in nature [31]. These systemic findings suggest that TA1 could be used to treat a broad range of T cell mediated autoimmune diseases.
Figure 8.
Effect of TA1 therapy on T CD4+ T cell populations. As shown, TA1 therapy significantly increased multiple Treg populations in comparison to the control NOD mice. Concurrent with the increase in Treg subsets, TA1 very dramatically reduced the Teff subpopulations. The net consequence of TA1 therapy was a significant shift in the Treg:Teff ratio towards a tolerogenic state. Data from Wang et al. [31].
7. Enhancing the anti-cancer response via Treg:Teff modulation
In contrast to autoimmune diseases, systemic immunosuppressive states can be highly problematic in the context of infectious agents (e.g., bacteria and viruses) and cancer. Indeed, this lack of immune response to cancer was the problem that Coley attempted to address with his immunomodulatory preparations. By injecting a toxic mixture, a broad immune response would be induced that, it was HOPED, would exert a non-specific bystander effect on cancer cells. This was, in fact, a relatively viable clinical approach as cancer cells tend to be more sensitive to metabolic (e.g., high fever, energy starvation) and immunological (e.g., T cell and complement activation) extremes. Indeed, Coley’s Toxins were a mainstay of advanced cancer therapy for much of the early/mid twentieth century until their use was supplanted by ‘safer’ radiation and chemo- therapy approaches. But ‘safe’ is not always ‘safe’. The long-term toxicity effects of both radiation and chemotherapy are now becoming appreciated—especially when used in young patients. Hence, significant clinical efforts are now being directed towards increasingly expensive and labor/time intensive, immunotherapies that can either enhance the endogenous immune response to cancers or be engineered to attack specific cancers.
In contrast to these expensive and time-extensive cellular therapies, the bioproduction of IA1 (as well as TA1) is rapid and inexpensive. Moreover, minimal time (24 hours) is required to skew the Treg:Teff ratio of resting PBMC towards an inflammatory response arising from the simultaneous decrease of Treg and increase in Teff [34]. Hence IA1 could be used to enhance the immune response of autologous leukocytes thus obviating the risks associated with the adoptive transfer of allogenic T cells. Moreover, the strength of the inflammatory response is substantially less than that observed with other activation strategies (e.g., mitogens, anti-CD3, of allogeneic stimulation) reducing the risk of cytokine release syndrome [34]. Also, of potential value, the strength of the IA1 stimulation can, if necessary, be titrated using TA1.
To evaluate the potential anti-cancer efficacy of IA1 activated leukocytes, in vitro studies were conducted using HeLa and SH-4 melanoma cell lines (Figure 9) [34]. The direct toxicity and anti-proliferative effects of control and the SYN (prepared from resting cells) or IA1 treated PBMC against the HeLa (epithelial) and SH-4 (melanoma) human cancer cell lines were assessed using an ACEA iCELLigence (ACEA Biosciences, Inc., San Diego, CA). The iCELLigence provides a continuous, real-time, measurement of cell proliferation using changes in the electrical impedance within tissue culture wells. The change in impedance is induced by the increase in adherent cells and is unaffected by cells (e.g., PBMC) that remain non-adherent. All studies were done with an initial seeding density of 5000 HeLa, or 20,000 SH-4, cells per well. To assess the ability of SYN- or IA1-activation to enhance the anti-cancer efficacy of naïve lymphocytes, donor PBMC were pretreated with SYN or IA1 for 24 hours and then overlaid on seeded cancer cells at a ratio of 50 PBMC per cancer cell.
Figure 9.
IA1 enhances the anti-cancer efficacy of resting PBMC. Panel A: IA1 exhibits no direct toxicity to HeLa cells (shown) or PBMC (not shown). Panel B: IA-1 pre-treatment, but not SYN-pre-treatment, exhibited a greatly enhanced anti-cancer effect on HeLa cells. Panel C: Similarly to HeLa cells, IA1, but not SYN, pre-treated PBMC exhibited significant anti-SH-4 (melanoma) activity. Panel D: The enhanced efficacy of treated PBMC is supported by photomicrographs of allogenic PBMC responding to HeLa cells. As shown, after 72 hours incubation, resting unactivated PBMC show limited interaction when overlaid on HeLa cells. In contrast, the same PBMC, when treated for 24 hours with IA1, show a robust enhanced interaction with the HeLa cell monolayer. Cell proliferation was measured by changes in electrical impedance. SYN (derived from the secretome of resting PBMC) or IA1-pretreated utilized PBMC from the same donor. Modified from Yang et al. [34] and Scott et al. [35].
As shown, direct addition of IA1 to HeLa cells demonstrated that the IA1 therapeutic itself exhibited no direct effects on cancer cell proliferation (Figure 9A). However, when HeLa cells were overlaid with unactivated or SYN-activated allogenic donor PBMC, the T cells eventually recognized the allogenic HeLa cells and, after ∼90 hours, inhibited cell proliferation and, ultimately, killed the HeLa cells as reflected by the decrease in the impedance index. In contrast, when IA1-activated PBMC were overlaid, the inhibition of HeLa cell proliferation was noted within the first 8–12 hours (versus ∼90 hours) dramatically reducing the overall proliferation of the HeLa cells (Figure 9B). The anti-cancer efficacy of IA-activated PBMC was not limited to HeLa cells. Further studies using SH-4 melanoma cells also demonstrated that IA1-activation of naïve PBMC induced a potent anti-cancer effect (Figure 9C). As noted, control SH-4 melanoma cells showed rapid proliferation over 96 hours. However, when untreated SYN-pretreated PBMC (50 PBMC per SH-4 cell) were overlaid onto the seeded SH-4 cells at 0 hours, a significant, but modest, inhibition of SH-4 growth occurred. However, when IA1-pretreated (24 hours) PBMC from the same donor are overlaid on the SH-4 cells, a greatly enhanced anti-cancer effect was noted relative to untreated PBMC. The enhanced efficacy of treated PBMC was supported by photomicrographs of allogenic PBMC responding to HeLa cells (Figure 9D). As shown, after 72 hours incubation, SYN-activated PBMC exhibited limited interaction with the HeLa cells. In contrast, the same PBMC, when pre-treated for 24 hours with IA1, demonstrated a significantly enhanced interaction with the HeLa cell monolayer. Hence, in vitro, IA1 is capable of significantly enhancing the anti-cancer efficacy of resting PBMC. As such the secretome generated IA1 proved to be a potent adjuvant therapy for the activation of autologous lymphocytes in cancer patients. This approach could be done either by collection of PBMC with ex vivo activation for 24 hours, or as shown in Figures 6–8, direct systemic administration of the IA1-therapeutic to the patient. Moreover, this methodology could be used in conjunction with other ACT approaches.
8. Regulating the Treg:Teff ratio: toxicity and ping-pong immunology
Importantly, treatment of mice or cells with mPEG-splenocytes or the TA1 and IA1 (see Figure 9A) secretome products exerted no evidence of direct acute toxicity [27, 31, 34, 35]. Indeed, the safety of allogenic mPEG-splenocytes was demonstrated in a murine model of transfusion associated graft versus host disease in which it was shown that transfusion of mPEG-splenocytes were incapable of inducing graft versus host disease in immunocompromise (irradiated) mice [25]. This is not to say that these approaches may not be prone to chronic side effects. Immunosuppressive therapy, i.e., tolerization, is known to increase the risk of cancer. Thus, the long-term persistence of the effects of mPEG-leukocytes or TA1 [35] could pose a similar risk. Indeed, our previous studies have demonstrated that the immunomodulatory effects of both the PEGylated allogenic splenocytes and the TA1 and IA1 secretome products extend well beyond the circulation time of donor lymphocytes and exhibit functional activity both in vitro and in vivo [27, 31, 33, 34, 35]. For example, in mice treated with allogenic mPEG-splenocytes, the Tregs remained significantly elevated at 30 days post treatment and, when challenged with a secondary transfusion of unmodified allogenic splenocytes, prevented the expected (decreased Treg and increased Teff) proinflammatory effects of the allogenic splenocyte transfusion. Indeed, the Treg remained high and no Th17 cells were induced [27]. Long-term studies of mice treated once with TA1 also demonstrated a persistent, and significant, elevation in their Treg cells for ≥270 days [35]. Hence, the potent immunomodulatory effects of this approach could be of concern.
As noted above, the persistence of the Treg response, even upon allogenic challenge, while beneficial in the treatment of autoimmune diseases could pose immunological risks. However, TA1 and IA1 target the same miRNA-based bioregulatory pathway governing lymphocyte differentiation and proliferation. Because of this, TA1 and IA1 are capable of counter-acting the activity of the other. This ‘ping-pong immunology’ in mice is demonstrated in Figure 10A. As noted, treatment with TA1 or IA1 inversely affects the Treg and Teff populations (Δd, Δd’). However, subsequent administration of the IA1 to TA1 treated mice, or vise-versa, resulted in the Treg and Teff cell populations reverting towards the homeostatic level noted in naïve, untreated, mice (Δd2, Δd2’). The immunomodulatory ‘ping-pong’ activity of TA1 and IA1 can be further fine-tuned via dosing, as both TA1 and IA1 show dose dependent activity [31, 32, 33, 34, 35]. Also of note, the immunomodulatory activity of this technology is correlated with other markers of tolerance or inflammation. Transfusion of mPEG-splenocytes triggers a significant upregulation of PD-1+ (CD279) CD4+ lymphocytes (Figure 10B). These PD-1+ cells are important in downregulating the immune response and promoting self-tolerance via suppression of Teff cell populations. The expression of PD-1+ T cells may underlie the production of IL-10+ T cells as noted in Figure 8. In contrast to TA1 treatment, both unmodified allogenic cells (shown) and IA1 treatment (not shown) decrease PD-1 expression relative to naïve mice. A dose effect on PD-1 expression can be seen with both allogenic and, especially, mPEG-allogenic cells in mice receiving 1 or 3 injections (at days 0, 2 and 4) of cells when assessed at days 5 and 10 post treatment.
Figure 10.
Ping-pong immunology of TA1 and IA1. Panel A: Shown are the Treg (Foxp3+) and Teff (Th17) CD4+ cells in the spleen of mice treated with a primary (1°) infusion of either TA1 or IA1. A subset of mice were subsequently received a secondary (2°) infusion with the opposing therapeutic (IA1 or TA1) at day 9. Lymphoid organs (spleen shown) were harvested at day 40. As noted by the absolute percentage of CD4+ T cells and the delta (△) d/d’ from naïve mice, primary (1°) treatment with TA1 and IA1 alone gave the expected Treg and Teff response. The 2° treatment with the opposite miRNA preparation was able to significantly counterbalance the effect of the 1° treatment. This is reflected by the △d2 and △d2’ bars and the regression of the Treg and Th17 values towards the mean of naïve mice. As expected based on the magnitude of the 1° treatment, the △d2 and △d2’ bars were greater than the initial △d/d’ values. This is most obvious with the Th17 cells where both the magnitude and actual decrease in the 2° △d2 (∼1.5%) for TA1 was significantly greater than 1° △d (∼0.15%). Panel B: PD-1+ (CD279+) CD4+ T cells are important in downregulating the immune response and promoting self-tolerance via suppression of Teff cell populations. As shown, transfusion of allogeneic splenocytes downregulated, while mPEG-allogenic splenocytes upregulated, PD-1+ cells relative to naïve, saline treated, mice. Shown are the PD-1+ cells in the spleen of mice treated with a primary (1°) infusion of either allogenic or mPEG-allogenic at day 0 (denoted as 1) or a total of 3 injections given at days 0, 2 and 4 (denoted as 3). Spleens were harvested at either day 5 or 10 for determination of T cell subpopulations. N ≥ 5 for all samples shown. Significance: * p < 0.01 from naïve mice; # p < 0.01 from primary TA1 or IA1 (panel a) or; panel B from 1 or 3 doses.
9. Conclusions
Immunosuppression and immunoactivation represent the divergent ends of the Treg:Teff ratio continuum (Figure 1). While pharmacologic agents have historically been the primary tools for modulating the Teff response, few options have existed for modulating (especially upregulating) the Treg response. However, the direct immunomodulation of the endogenous immune system may have significant clinical benefit in treating a broad range of clinical conditions ranging from autoimmune diseases, tissue/organ engraftment, and cancer. Extensive in vitro and in vivo studies in our laboratory have demonstrated that PEGylated lymphocytes as well as the biomanufactured TA1 and IA1 exhibited significant immunomodulatory activity [23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 52]. Indeed, these agents directly altered the Treg:Teff ratio by simultaneously modulating both regulatory and effector T cell subsets. Consequent to their immunomodulatory activity, the immunosuppressive TA1 therapeutic significantly delayed the onset and overall incidence of autoimmune diabetes in the NOD mouse [31]. Conversely, the proinflammatory IA1 therapeutic directly activated T cells overcoming their inherent immunological inertia resulting in enhanced recognition and killing of cancer cells [34]. The immunomodulatory effects of these agents were highly persistent [35]. The TA1 and IA1 agents showed dose dependency and could be used to counteract the effect of on another [31, 32, 33, 34, 35]. The successful development of these immunomodulatory therapeutics may prove useful in facilitating organ engraftment, treating autoimmune disease and enhancing the endogenous anti-cancer response.
Acknowledgments
The authors would like to thank Wendy Toyofuku and Drs. Duncheng Wang and Ning Kang for their past contributions to the work presented in this chapter. This work was supported by grants from the Canadian Institutes of Health Research (Grant No. 123317; MDS), Canadian Blood Services (MDS) and Health Canada (MDS). The views expressed herein do not necessarily represent the view of the federal government of Canada. We thank the Canada Foundation for Innovation and the Michael Smith Foundation for Health Research for infrastructure funding at the University of British Columbia Centre for Blood Research. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
Conflict of interest
Canadian Blood Services is pursuing patents related to the production and utilization of the described acellular immunomodulatory agents. Canadian Blood Services, a not-for-profit organization responsible for collecting, manufacturing and distributing blood and blood products to all Canadians (except Quebec), is the assignee for relevant patents. MDS is an inventor on these patents. XY has no conflicts of interests.
\n',keywords:"T lymphocyte, immunosuppression, immunoactivation, Treg, Teff, proinflammatory, autoimmunity, cancer, biomanufacturing, miRNA",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/71759.pdf",chapterXML:"https://mts.intechopen.com/source/xml/71759.xml",downloadPdfUrl:"/chapter/pdf-download/71759",previewPdfUrl:"/chapter/pdf-preview/71759",totalDownloads:145,totalViews:0,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,dateSubmitted:"November 20th 2019",dateReviewed:"March 7th 2020",datePrePublished:"April 11th 2020",datePublished:null,dateFinished:null,readingETA:"0",abstract:"T cell-mediated immunomodulation can be, in simple terms, defined as altering the normal Treg:Teff ratio. Immunosuppression skews the net Treg:Teff ratio toward the ‘tolerogenic’ Treg component, while immunoactivation skews the response toward the ‘proinflammatory’ Teff component. In the treatment of autoimmune diseases, achieving an immunosuppressive state is a desirable goal in order to prevent ongoing injury by activated Teff cells. In contrast, an innate, or induced, immunosuppressive state can be deleterious and prevent pathogen-induced disease while allow for the progression of cancer. Indeed, a current goal of cancer therapy is attenuating an existing endogenous immunosuppressive state that prevents effective T cell-mediated immunorecognition of cancer cells. Thus, the biological modulation of the Treg:Teff ratio provides a unique approach for treating both autoimmune diseases and cancers. Using a biomanufacturing system, miRNA-enriched immunotherapeutic has been generated that either induce (TA1) or overcome (IA1) an immunosuppressive state. As will be shown, these therapeutics show efficacy both in vitro and in vivo in the prevention of autoimmune Type 1 diabetes and in enhancing the ability of resting immune cells to recognize and inhibit cancer cell growth. The successful development of these cost-effective, and easily biomanufactured, secretome-based therapeutics may prove useful in treating both autoimmune diseases and cancer.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/71759",risUrl:"/chapter/ris/71759",book:{slug:"immunosuppression"},signatures:"Xining Yang and Mark D. Scott",authors:null,sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Autoimmune diseases: increasing the Treg:Teff ratio",level:"1"},{id:"sec_3",title:"3. Cancer immunotherapy: decreasing the Treg:Teff ratio",level:"1"},{id:"sec_4",title:"4. Biological modulation of the immune response",level:"1"},{id:"sec_5",title:"5. A new approach to the biomodulation of the Treg:Teff ratio",level:"1"},{id:"sec_6",title:"6. Treatment of autoimmune diseases via Treg:Teff modulation",level:"1"},{id:"sec_7",title:"7. Enhancing the anti-cancer response via Treg:Teff modulation",level:"1"},{id:"sec_8",title:"8. Regulating the Treg:Teff ratio: toxicity and ping-pong immunology",level:"1"},{id:"sec_9",title:"9. Conclusions",level:"1"},{id:"sec_10",title:"Acknowledgments",level:"1"},{id:"sec_13",title:"Conflict of interest",level:"1"}],chapterReferences:[{id:"B1",body:'Steinmetz M, Hood L. Genes of the major histocompatibility complex in mouse and man. Science. 1983;222:727-733. DOI: 10.1126/science.6356354'},{id:"B2",body:'Trivedi VB, Dave AP, Dave JM, Patel BC. Human leukocyte antigen and its role in transplantation biology. Transplantation Proceedings. 2007;39:688-693. DOI: 10.1016/j.transproceed.2007.01.066'},{id:"B3",body:'Spierings E, Fleischhauer K. Histocompatibility. In: Carreras E, Dufour C, Mohty M, Kröger N, editors. The EBMT Handbook: Hematopoietic Stem Cell Transplantation and Cellular Therapies. 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Annals of the New York Academy of Sciences. 2009;1173:487-492. DOI: 10.1111/j.1749-6632.2009.04662.x'},{id:"B51",body:'Richer MJ, Straka N, Fang D, Shanina I, Horwitz MS. Regulatory T-cells protect from type 1 diabetes after induction by coxsackievirus infection in the context of transforming growth factor-beta. Diabetes. 2008;57:1302-1311. DOI: 10.2337/db07-1460'},{id:"B52",body:'Scott MD, Bradley AJ, Murad KL. Stealth erythrocytes: Effects of polymer grafting on biophysical, biological and immunological parameters. Blood Transfusion. 2003;1:244-265'}],footnotes:[],contributors:[{corresp:null,contributorFullName:"Xining Yang",address:null,affiliation:'
Terry Fox Laboratory, British Columbia Cancer, Canada
'},{corresp:"yes",contributorFullName:"Mark D. Scott",address:"mdscott@mail.ubc.ca",affiliation:'
Centre for Innovation, Canadian Blood Services, University of British Columbia, Canada
Centre for Blood Research, University of British Columbia, Canada
Department of Pathology and Laboratory Medicine, University of British Columbia, Canada
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1. Introduction
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Global debates on the understanding of education systems have demonstrated that the Western conception of knowledge as justified true belief is problematic especially when applied to non-Western categories of knowledge. The domination of the Western conception of knowledge has historically and systematically marginalized, silenced stereotyped, dislocated, and decentered alternative conceptions of knowledge in systems of education. The use of the term “African epistemology” has resulted in debates on whether the adjective “African” is necessary especially in the areas of decolonization, Africanization, and transformation of education. The central claim in this chapter is that Western epistemology which dominates African universities is heavily individualistic, yet knowledge is understood as communalistic in the African setting. This scenario requires rethinking so that African universities reflect an African epistemology in their production of knowledge. This is important because knowledge production is central in the university system.
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I intend to answer the question of the relevance of African epistemology in African universities by justifying its uniqueness through showing the elements of relationality, dependence, and interdependence. While a lot of literature has been written to justify the use of African epistemology in African universities, this chapter shows the significance of an African relational epistemology within African universities. The research gap I wish to fill is one which provides the relevance of an African relational epistemology to the African university system. I intend to go beyond the debates on Africanization, decolonization, and transformation of the African university by concentrating on epistemological matters that affect African universities.
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The work is divided into four sections. The first section examines the notion of “African university” in the context of epistemology to argue that the notion is logically incoherent. The second section is a critique of Western epistemology that shows that knowledge cannot be transcultural when it is practiced within cultural settings. The third section explores the relevance of African relational epistemology within the African university. The fourth section shows the importance of dialog and links with other epistemic perspectives in the global south with the aim of dislodging Western epistemological hegemony within universities of the south.
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2. The African university in the epistemological context
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Before focusing on the meaning of the term “African university,” it is important to define the concept of a university. Ryle gives an analogy of a university visitor who is shown key physical structures of a university such as administration blocks, lecture rooms, and libraries. The visitor, having seen key parts of the university, still insists on asking where the university is. The visitor fails to connect the university to its parts so as to realize that real university is a system of how the parts are organized into a functional organic whole. While the visitor assumes seeing the university in the literal sense, the seeing that allows one to understand is in the sense of grasping the connectedness of parts. Beyond Ryle’s analogy, I argue that a university is beyond a mere organization of physical structures but it also involves the thinking system that forms the intellectual foundation of the university. This intellectual foundation is the epistemological paradigm. The question I examine in this chapter is whether a foreign epistemological paradigm can be authentic or genuine enough to solve the problems of the host continent [1].
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From Ryle’s analogy, two issues can be drawn. Firstly, a university is a system that is coordinated for an intellectual purpose as evidenced by research and learning. While this systematic arrangement involves physical buildings, these buildings are simply parts of a whole, and one will commit the fallacy of division if one identifies the university with its parts. The second aspect raised by Ryle, which is critical for this research, is that the coordination of the parts of a university must be understood. The understanding involves going deeper that appearance to give a detailed analysis of the essential components of what makes a university. This level brings up the question of epistemic spaces, the intellectual freedom, and the purpose of a university to the community in which it is found. Although Ryle himself may not have raised these issues, they arise when attempting to fully understand what a university entails. The key function of the university is to search for truth. This function is facilitated by a love of learning and respect for knowledge. The love for learning gives a sense of wonder that propels the desire to seek new knowledge. The respect for knowledge involves examination of key theories, concepts, and categories without any bias [1]. The question of searching for truth is important for this research since the key assumption is that some knowledge systems have been sidelined by an epistemological paradigm whose understanding of truth is one-sided, narrow, and undemocratic. In addition, a university should allow “the will to search and seek without limitation, to allow reason to develop unrestrictedly, to have an open mind, to leave nothing unquestioned, to maintain truth unconditionally” [1]. Ogwuanyi’s view shows that university should be reflective and even be self-reflective in the sense of questioning and evaluating its own steps and practices. Having looked at the broad understanding of a university, it is now important to explore the question of African university.
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The African university education system is currently dominated by Western epistemology where the analytic model of knowledge is being used. The model relies on the definition of knowledge as justified true belief. This definition of knowledge is not only foreign to the African university but it also has implications that are inconsistent with the African ways of knowing. The Western definition of knowledge excludes social epistemology that is fundamental in the African knowledge paradigm. African knowledge systems validate knowledge through the community. The African university education find itself in the paradox of mimicry and are currently dualized along Eurocentric thought (which is the dominant one) and weak Africanized curricula which blends both Eurocentric thinking and African indigenous knowledge system. However, it has to be pointed out that African knowledge systems contribute an insignificant part in the weak Africanized curriculum.
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The African university education is currently dominated by Eurocentric epistemology. Eurocentric epistemology creates contradictions, uncertainties, and dilemmas. Eurocentric epistemology assumes a “universalistic, neutral, objective point of view” [2]. Following such epistemological underpinnings, African universities have used universality, objectivity, and neutrality to define and influence content of the curriculum without the problematization of these concepts. “Universality” hides the subject and claims knowledge applicability “always and everywhere” to borrow the Kantian phrase. Critics of Eurocentric thinking have argued that “universality” is a myth [2, 3, 4]. The aspect of location should therefore be included in knowledge claims without assuming Kantian universality. “What I am claiming is that all knowledges are epistemically located in the dominant or the subaltern side of the power relations and that this is related to the geo- and body-politics of knowledge” [2]. Neutrality in the sense of observer independence is when the “ego-politics of knowledge” of Western philosophy has always privileged the myth of a non-situated “ego.” Ethnic/racial/gender/sexual epistemic location and the subject that speaks are always decoupled. Objectivity entails that “in Western philosophy and sciences the subject that speaks is always hidden, concealed, erased from the analysis” [2]. By delinking ethnic/racial/gender/sexual epistemic location from the subject that speaks, Western philosophy of science defends universal categories that are seen as applicable always and everywhere. These universals are also understood to be impersonal and beyond emotions. Against Western universalism, I argue that if concepts, universal as they may be thought to be, are formulated within a cultural setting, then the concepts cannot be transcultural [2]. Knowledge is always from a particular location [4, 5, 6], and there is no need to marginalize other locations. “Nobody escapes the class, sexual, gender, spiritual, linguistic, geographical, and racial hierarchies of the ‘modern/colonial capitalist/patriarchal world-system’” [2]. These claims are reinforced by the view that our “knowledges are always situated” [7].
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The Cartesian “cogito, ergo sum” (“I think, therefore I am”) is the foundation of modern Western sciences. It is the basis of the idea of “objectivity” as seen in natural sciences. While Western science borrows heavily from the Cartesian approach, scientists and academics from African universities have endorsed this without criticism. By producing a dualism between mind and body and between mind and nature, Descartes was able to claim non-situated, universal view of knowledge. The universal view of knowledge allows Western epistemology to disregard all other forms of knowledge. The neutral view is called the “point zero” [8] perspective of Eurocentric philosophies. By “point zero,” Castro-Gomez refers to a form of neutrality, and it has been argued that in research and teaching, including African universities, neutrality is a virtue. The point zero is beyond both subjectivity and relativity, and it is understood as beyond a particular perspective or locality. Critics of universalism see the point zero approach as beyond human capacities and an approach applicable to some kind of deity [2]. The ideals of objectivity and universality are not immune from criticism, and the next section examines the flaws of these ideals.
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3. Critique of Western epistemology
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Objectivity may be defined as neutrality or observer independence. This entails that epistemological claims must be free from subjective or cultural bias. Truth claims should be free from observer bias and not depend on the fact that a particular person is conducting investigation. Every person, including the epistemologist, looks at the world from a particular perspective, shaped by personal and cultural facts [9]. Critics of objectivity argue that hidden cultural assumptions distort our investigation of truth. Hidden cultural assumptions that distort the conclusions of science can be made visible by beginning from a marginal perspective. Instead of occupying a “view from nowhere,” thought begins from somewhere. Once that is understood, the task is which somewhere should we examine the world. Philosophy should challenge its own picture of itself by criticizing both the project and assumed goal of Western philosophical reflection [10]. Philosophical investigations are subject to historical and cultural particularities. Philosophy is written and explored within cultural contexts. The timeless nature of reality, justice, and truth is ought to be challenged. The assumption that reason is a transcendent, noncultural standard ought to be rejected. Reason is actually justified not as timeless truth but as a local ideal. Reason is used by philosophy to show particular versions of truth. It is easy to write about the “other” or voice from the margin. What appears about embracing the other is largely rhetoric. A standpoint theorist sees possibility, promise, and hope as emanating from the margins [11]. A conceptual scheme is a way of seeing the world. Incommensurable conceptual schemes [12] are schemes that are so fundamentally different from each other that they cannot be compared or ranked or united into a single scheme. Different cultural traditions provide incompatible ways of separating valid truth claims from invalid ones. These ways are internal to cultures, and there is no transcultural way of sorting out the contradictory truth claims. The West should recognize the failures of its own traditions and open up to new traditions especially the ones that promise to overcome our failures by providing clear and careful standards of justification.
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Eurocentric thinking is internally limited by its own narrowness and perspective. “Eurocentrism is unable to deal with the assumptions and complexities of colonialism and it is unable to reject the use of Eurocentric theory or its categories” [13]. So eurocentrism is a self-limiting approach which African universities have no justification in following. It is a form of provincialism that has to be evaluated using the lenses of pluriversality.
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Eurocentric epistemology is a kind of provincialism whose narrowness contradicts the spirit of genuine knowledge. If knowledge should be open-ended and tentative, then why should gatekeeping be done using the myths of universality, objectivity, and neutrality? The idea of the universal is that of a universal rich with all that is particular, rich with all particulars, the deepening and coexistence of all particulars [14]. Pluriversality respects both multiplicity and diversity. It picks the best elements from each culture and tradition. This means that it is the sum total of the best elements from each culture and it takes the dimension of multiple thinking without disregard on any of the cultures. This kind of thinking brings in the idea of pluri-cultural perspectives that engage in honest dialog for the enrichment of knowledge in particular and humanity in general [4]. Le Grange writes, “for too long what has been taught and learned in African universities has been dominated by Western science disciplines and more importantly by a representationalist perspective of science or knowledge” [15]. What is taken as genuine knowledge in African universities is a perspective that requires revisiting and reconceptualization. In Le Grange’s view, Western science “is not only local but located” or situated. The locality is hidden in abstract universalism. Abstract universalism is used to dismiss other knowledge systems as non-knowledge. The narrowness and fallacies of Western science should allow indigenous knowledge to stamp authenticity in the African university.
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The use of Eurocentric epistemology in African universities disrespects the epistemic concerns of students. Arguably, “many spaces within the university do not recognize the knowledge and cultural capital that first-generation students bring with them to the university as valid forms of knowledge and as valid forms of cultural capital” [16]. This gives a mismatch between the learners’ epistemological background and university learning. As a result, graduates from a contradictory learning process fail to attain relevance in their own communities because there is unequal participation in the learning process. “Higher education must be made relevant to the material, historical and social realities of the communities in which universities operate” [17]. Such unequal participation is called “hermeneutical injustice” [18]. In instances of hermeneutical injustice, the power imbalance is such that certain people’s positions, and the knowledge they bring from those positions, suffer from a deficit of credibility. For instance, if a student of law brings into the learning process the indigenous court system, that knowledge is likely to be dismissed as “unsystematic and unscientific.” Experiences of learners are therefore dismissed when the Eurocentric way of thinking is given domination in African universities. Although hermeneutical injustice was academically defined almost a decade ago, this form of injustice is as old as racism and colonialism. “In South African higher education, this is a hermeneutical injustice with its roots in a colonial past, where other knowledge systems and ways of being were systematically disregarded and perceived negatively” [16]. Education should be liberating instead of enslaving. This means that all processes linked to education such as research, teaching, and learning must free the mind. Freeing the mind entails thinking in diverse positions that involve criticism and evaluation without any blinkers, whether imposed on acquired [19].
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Three issues can be drawn from the observation that education ought to be mentally liberative. Firstly, it is a contradiction in terms to talk of education that fails to liberate the mind. Secondly, education should liberate rather than enslave the mind. Colonial epistemology fails to achieve mental liberation in the African university, and it therefore fails to promote intellectual independence and growth. Thirdly, the skills from education are the practical aspects that are relevant for society. If education lacks the practical dimension, then it fails to serve its key purpose.
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Universities should be critical about the curriculum by an examination of its theoretical and practical aspects. Theory must feed the practical, and the practical must allow further examination of theory. In other words, ideas must be tested in terms of usefulness to the community. As a result, a curriculum that relates to the community is more appropriate than a borrowed curriculum that tends to be inconsistent with community knowledge systems and experience [20]. To cross the boundaries of one’s culture without realizing that the other person may have a radically different approach to reality today is no longer admissible [21]. A university should therefore use the standards of openness and dialog to assess knowledge claims without dismissing them on the basis of prejudice. If still consciously done, disrespect of knowledge from other cultures would be “philosophically naive, politically outrageous and religiously sinful” [21]. The philosophical naivety observed is a result of lack of facts, while there is rashness predicated on prejudice. Given the context of colonialism, meaning has to undergo contestation, negotiation, and dialog. In the politics of knowledge, it is irresponsible to dismiss knowledge claims without their contribution taking into account. This thinking opens up for the content of African epistemology as shown in the next section.
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4. African relational epistemology
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In what sense is epistemology both African and relational? African relational epistemology, in this chapter, refers to a theory of knowledge that is both communalistic and informed by African culture. The combination of being communal and a basis on African culture is important because being communal in itself does not qualify knowledge as African since there is Western communitarian thought on the one hand and the existence of multiple non-African but global southern perspectives as found in Latin America and Asia on the other. African culture, in the context of epistemology, supplies the categories and concepts used to validate knowledge claims. African epistemology stands in a special relation to ontology because it starts by recognizing the being of the other. In the context of epistemology, the other is seen as a subject, capable of rational thought and capable of producing knowledge. The other is also important in the validation and evaluation of knowledge claims. African epistemology is relational in the sense that it is both dependent and interdependent. Dependency signifies the reliance on other people for the acquisition of knowledge. Interdependence is a mutual exercise that facilitates the exchange of knowledge between two or more people within the community.
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African epistemology demands one to answer the question “what is African about epistemology?” African epistemology refers to a critical analysis of sources, nature, extent, and justification of knowledge using the African conceptual scheme. In the African sense, knowledge is not abstract, but it is related to the world. Knowledge is related to space and time in the sense that it is shaped by these categories. Beyond worldly connections, African epistemology rises above analytic atomistic epistemology through its stress on otherness. Knowledge is acquired through others, and it is validated through others. It recognizes and respects different perspectives. The African knowledge system recognizes the role of the community in the acquisition and preservation of knowledge. The cultural conceptual scheme becomes very important in the sense that it provides a platform for the description, analysis, validation, and evaluation of knowledge. The hierarchy of knowledge starts with the community at the top, followed by groups, and lastly the individual.
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According to the Sotho proverb Motho ke motho ka botho, one’s humanity is seen through others. In the context of knowledge, the proverb entails that knowledge is passed as such through others. The test of the community distinguishes between propositional knowledge and opinion. Without the community of other human beings, the criterion of knowledge cannot be established. In the context of knowledge, the proverb boils down to the fact that knowledge is acquired, validated, and evaluated through others. In this context, the transition is from the Cartesian “I” to the African “We.” A quick objection that is often leveled against communalistic knowledge is that this view of knowledge eclipses the individual within the community. However, communalistic thought does not necessarily eclipse the individual for two reasons. First, thinking is done by the individual, and when thoughts are judged as significant by others, they qualify as knowledge, and secondly, individual points of view are acknowledged in the assessment of knowledge. The proverb calls for respectful and polite attitude toward other human beings. To care for one another therefore implies caring for knowledge concerns as well. Without epistemic care, the interdependence between human beings and knowledge would be undermined [22]. The recognition of others in knowledge production becomes important. There is dialog with other epistemic communities in the global south as shown in the section that follows.
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5. South-south cooperation in epistemological issues
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There is no need for African universities to continue to be replicas of Oxford and Cambridge. Knowledge that is generated from African universities should be linked to African experiences so that it is able to solve African problems. Syllabi that are designed to meet the needs of colonialism should not find its way in the postcolonial era [23]. The situation calls for an epistemological transformation of universities. Transformation of the world’s epistemological diversity into an empowering and emancipatory mechanism against hegemonic globalization speaks to another kind of bottom-up cosmopolitanism vested in the dialog of humankind, applauding cordiality, solidarity, and living in contradiction of rationality of profit-oriented avarice and egoism [24]. The recognition of epistemic diversity is important for universities in the global south because it helps in dislodging the domination of the north. On the contemporary global arena, the upsurge of knowledge and information is admitted to be one of the key forces of change relative to higher education in Africa, yet modern science, as epistemologies from the north, lack the “capacity to capture the inexhaustible diversity of the world” [24], rendering it a perpetuation of a Western knowledge hegemony and the annihilation of African thinking even in the inquiries about Africa affairs [25]. The situation calls for a reinvention of social emancipation that transcends the critical theory produced in the north and the social and political praxis to which it has subscribed by “opening” of the canon of knowledge, to the ongoing debates and initiatives on diversity and recognition [24]. The opening up of the canon of knowledge facilitates a horizontal progression of knowledge in a manner that accommodates other forms of knowledge through dialog and respect for other epistemic perspectives. Hence there is a need for critical discourses on epistemologies in universities in Africa as part of the south that challenges the “hegemony, universality and violence” [26] ushered in by Eurocentric philosophies just as we might never know where the cures for tomorrow will come from or the new construal of our planet’s ecology as whole systems rather than reductionist parts or new ways to conceive of reconciliation or to define the human [27].
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The call for a struggle of “alternative” knowledges which need to vigorously challenge the conception of other knowledges as “merely” local or indigenous is an acknowledgment that they are the products of socially systematized practices consisting of the deployment of diverse types of material and intellectual resources attached to specific situations and contexts [24]. The subjection of epistemologies in universities to critique and change over the last three or so decades demanding a criteria of what counts as knowledge and its validation has become, for some, the last crisis of epistemology that occurs through a twin problem of naturalization and historicization. Naturalization of epistemology entails reducing knowledge to the demands of natural sciences such as physics and chemistry where observation and experimentation are key. This is reductionism since it strips knowledge of its normative dimensions. Historicization of knowledge means making the history of knowledge a priority, yet genuine knowledge should address both the present and the future in terms of knowledge validation [28]. The naturalization of knowledge takes the direction of natural sciences where epistemology is reduced to observation sciences so that it departs from its normative concerns. Historicization of knowledge reduces epistemology to the history of ideas, and this is also problematic in the sense that the present and the future are left out.
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From a radical design, an epistemology must be rooted in the experiences of the global south by critically thinking of contemporary epistemology as a normative project evocative of modern science which can be characterized as epistemological pragmatism. This will not only rescue epistemology from a confinement to, and centeredness on, scientific knowledge alone but to inclusively embrace all forms of knowledge. Santos’ case is rooted in the discourse of “decolonising Western universalisms via decolonial pluriversalism” [2] in which the “universal” within the Western philosophical tradition is challenged by proposing an entry of another, more decolonial way of thinking universality [2]. There is no liberation without rationality; but there is no critical rationality without accepting the interpellation of the excluded, or this would inadvertently be only the rationality of domination. Santos makes a case for epistemological and theoretical tasks that can create new possibilities of progressive social transformation aimed at putting an end to the monumental Eurocentric theoretical justification of the unequal relations between the global north and the global south [24]. The proposal for an epistemology of the south is therefore a direct challenge to the neoliberal project which manifests in three major trends in higher education, namely, privatization, commercialization, and corporatization of knowledge as reflected by the unrelenting growth of capitalist and corporate influence [29, 30] especially in the university. “In the neoliberal model higher education is ideally integrated into the system of production and accumulation in which knowledge is reduced to its economic functions and contributes to the realization of individual economic utilities” [31].
\n
An epistemology of the south would fittingly be a horizontal rather than vertical array of knowledge forms and sources of hierarchy in which African universities that do not feature on the top 500 of world rankings are rendered poor quality, second-rate, or failures as this is a clear reflection of global inequalities, with the burden of such characterizations weighing in disproportionately on universities in the global south. Besides, setting a “gold standard” [24], by placing knowledge systems on a ranking scale only to selectively discriminate those originating from disadvantaged communities especially in African universities, is to undermine the sources that engender them and a confirmed way of legitimating knowledge hierarchies. One way for African universities to attempt to improve their knowledge status on a global scale is to focus on granting the humanities and social sciences their rightful place in order to confront Africa’s development challenges head-on. We argue that to be drawn to the empirical science-oriented platform for which African universities have no resources and general inclination needed to support research in this field is to play the zero-sum game.
\n
I challenge African university leaders to valorize Africanity, and the fruit of their creative imagination (the knowledges they produce) should adopt different forms and manifest themselves differently according to context and necessity [32]. By arguing for an epistemology of the south, I observe Santos’ case as a “decolonial epistemic perspective” that will assist with “ … unveiling epistemic silences, conspiracies, and epistemic violence hidden within Euro-American epistemology and to affirm the epistemic rights of the African people that enable them to transcend global imperial designs” [33].
\n
\n
\n
6. Conclusion
\n
In this chapter, I have argued that the very idea of “African university” is logically incoherent because of excessive reliance on foreign epistemology that negates the idea of being African. The core of any university is the advancement of knowledge. Advancement of knowledge is based on a clear epistemological paradigm. The use of Eurocentric models of knowledge in the African university defeats the very idea of “African university.” The African university has a history of colonialism that continues to threaten its very existence as evidenced by the domination of colonial epistemology. Eurocentric epistemology has used the ideals of universality, objectivity, and neutrality to hide the locality and situatedness of knowledge. On the basis of these “characteristics” of knowledge, Eurocentric epistemology has set standards of knowledge that African universities have followed for decades without sufficient criticism and evaluation. The use of colonial epistemologies in African universities has no rational justification that is immune to objections, but it is based on a history of fallacious reasoning that Eurocentric epistemology defended as “arguments.” The use of colonial epistemologies in African universities disrespects both the students and the communities in which these universities are found. Epistemology from the south is used to dislodge the Eurocentric narrowness in order to pave way for alternative thinking and pluriversality within the African university. African universities should therefore cooperate with other universities within the global south so as to dislodge the tendency by Western epistemology to dominate African universities in the context of epistemology. The relational African epistemology can be used to open up dialog and respect for other epistemological perspectives.
\n
\n\n',keywords:"African university, epistemology, Eurocentric hegemony, African knowledge systems, knowledge democracy",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/66749.pdf",chapterXML:"https://mts.intechopen.com/source/xml/66749.xml",downloadPdfUrl:"/chapter/pdf-download/66749",previewPdfUrl:"/chapter/pdf-preview/66749",totalDownloads:414,totalViews:0,totalCrossrefCites:0,dateSubmitted:"November 7th 2018",dateReviewed:"March 15th 2019",datePrePublished:"July 5th 2019",datePublished:"April 8th 2020",dateFinished:null,readingETA:"0",abstract:"This chapter is a theoretical exposition of the African university education system that is characterized by domination of the Eurocentric epistemological paradigm owing to factors such as colonialism, imperialism, and globalization. I argue that such domination contradicts knowledge democracy and it ought to be challenged. Secondly, I argue that African universities should make the African epistemological paradigm central in their education system. Thirdly, I argue that South-South cooperation should be adopted by African universities to challenge Eurocentric domination since a collective effort, rather than individual attempts, is likely to dislodge foreign epistemological domination.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/66749",risUrl:"/chapter/ris/66749",signatures:"Ephraim Taurai Gwaravanda",book:{id:"7819",title:"Education Systems Around the World",subtitle:null,fullTitle:"Education Systems Around the World",slug:"education-systems-around-the-world",publishedDate:"April 8th 2020",bookSignature:"Gilson Porto Jr.",coverURL:"https://cdn.intechopen.com/books/images_new/7819.jpg",licenceType:"CC BY 3.0",editedByType:"Edited by",editors:[{id:"279817",title:"Dr.",name:"Gilson",middleName:null,surname:"Porto",slug:"gilson-porto",fullName:"Gilson Porto"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:[{id:"284050",title:"Dr.",name:"Ephraim Taurai",middleName:null,surname:"Gwaravanda",fullName:"Ephraim Taurai Gwaravanda",slug:"ephraim-taurai-gwaravanda",email:"etgwaravanda@gmail.com",position:null,institution:null}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. The African university in the epistemological context",level:"1"},{id:"sec_3",title:"3. Critique of Western epistemology",level:"1"},{id:"sec_4",title:"4. African relational epistemology",level:"1"},{id:"sec_5",title:"5. South-south cooperation in epistemological issues",level:"1"},{id:"sec_6",title:"6. Conclusion",level:"1"}],chapterReferences:[{id:"B1",body:'\nUgwuanyi L. The university and the African crisis of morality: Lessons from Nigeria. In: Kenny J, editor. The Idea of an African University: Lessons from Nigeria. Washington, DC: The Council of Research and Values in Philosophy; 2007. pp. 99-111\n'},{id:"B2",body:'\nGrosfoguel R. Decolonising post-colonial studies and paradigms of political-economy: Decolonial thinking and global coloniality. Transmodernity. 2011;1(1):1-36\n'},{id:"B3",body:'\nAlcoff L. New Continental Review. 2007;7(3):79-103\n'},{id:"B4",body:'\nDussel E. Transmodernity. 2012;3(1):56-60\n'},{id:"B5",body:'\nMoraga C, Anzaldua GE. This Bridge Called my Back: Writing by Radical Women of Labour. New York: Kitchen Table; 1983\n'},{id:"B6",body:'\nCollins P. Black Feminist Thought, Knowledge, Consciousness and the Politics of Empowerment. New York: Routledge; 1990\n'},{id:"B7",body:'\nHaraway D. Situated Knowledge, the Science Question in Feminism and the Privilege of Partial Perspectives. Cambridge: Cambridge University Press; 1998\n'},{id:"B8",body:'\nCastro-Gomez S. The missing chapter of empire. Cultural Studies. 2007;21:428-448\n'},{id:"B9",body:'\nHarding S. Strong objectivity: A response to the new objectivity question. Synthese. 2001;104:331-335\n'},{id:"B10",body:'\nFrazer N, Nicholson L. Social criticism without philosophy: An encounter between feminism and postmodernism. In: Feminism/Postmodernism. London: Routledge; 1989. p. 1989\n'},{id:"B11",body:'\nHooks B. Yearning: Race, Gender and Cultural Politics. Cambridge: Cambridge University Press; 1990\n'},{id:"B12",body:'\nMacIntyre A. Relativism, Power and Philosophy. Stanford: Stanford University Press; 1985\n'},{id:"B13",body:'\nAlfraisal H. Border reading, epistemic reading and worlding of postcolonialisms. Transmodernity. 2017;3(1):41-46\n'},{id:"B14",body:'\nCesaire A. Discourse on Colonialism. New York: Monthly Review Press; 2000\n'},{id:"B15",body:'\nLe Grange L. Integrating western and indigenous knowledge systems: The basis for effective science education in South Africa? International Review of Education. 2007;53(5-6):577-591\n'},{id:"B16",body:'\nMorreira S. Steps towards decolonial higher education in South Africa? Epistemic disobedience in the humanities. Journal of Asian and African Studies. 2015:1-15. DOI: 10.1177/0021909615577499\n'},{id:"B17",body:'\nLetseka M. Educating for Ubuntu/Botho: Lessons from indigenous education. Open Journal of Philosophy. 2013;3(2):337-344\n'},{id:"B18",body:'\nFricker M. Epistemic Injustice: Power and Ethics of Knowing. Cambridge: Cambridge University; 2007\n'},{id:"B19",body:'\nNyerere J. Ujamaa: The Basis of African Socialism. New York: Newark; 1971\n'},{id:"B20",body:'\nMgqwashu E. Universities cannot decolonise the curriculum without defining it first. The Conversation. 2016. Available from: http://theconversation.com/universities-cant-decolonise-the-curriculum-without-defining-it-first-63948\n\n'},{id:"B21",body:'\nPannikar R. Myth, Faith and Hermeneutics. New York: Paulist Press; 1997\n'},{id:"B22",body:'\nRamose MB. African Philosophy through Ubuntu. Harare: Mond Books; 2005\n'},{id:"B23",body:'\nMbembe A. Decolonising the university: New directions. Arts & Humanities in Higher Education. 2016;15(1):29-45\n'},{id:"B24",body:'\nSantos S. Public sphere and epistemologies of the south. African Development. 2014;37:43-67\n'},{id:"B25",body:'\nZeleza P. African studies and universities since independence: The challenges of epistemic and institutional decolonisation. Transition. 2009;101:110-135\n'},{id:"B26",body:'\nWalsh C. “Other” knowledges, “other” critiques: Reflections on the politics and practices of philosophy and decoloniality in the “other” America. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World. 2012;1(3):11-27\n'},{id:"B27",body:'\nAugusto G. Transforming knowledge, changing knowledge relations and epistemic openness in the University in Africa. Social Dynamics. 2007;33:199-205\n'},{id:"B28",body:'\nNunes JA. Rescuing epistemology. Annual Review. 2009;1(1):1-27\n'},{id:"B29",body:'\nApple MW. Between neoliberalism and neoconservatism: Education and conservatism in global age. In: Torres NC, editor. Globalisation and Education: Critical Perspectives. London: Routledge; 2000\n'},{id:"B30",body:'\nRhoades RA. Globalisation and resistance in the United States and Mexico: The global Potemkim Village. 2. Higher Education. 2007;5:223-250\n'},{id:"B31",body:'\nMorrow W. Bounds of Democracy: Epistemological Access in Higher Education. Cape Town: HSRC Press; 2009\n'},{id:"B32",body:'\nNyamnjoh F. Incompleteness: Frontier Africans and the currency of conviviality. Journal of Asian and African Studies. 2015;1:1-18\n'},{id:"B33",body:'\nCastells M. The university system: Engine of development in the new world economy. In: Vespoor J, Salmi A, editors. Revitalising Higher Education. Oxford: Pergamon; 1994\n'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Ephraim Taurai Gwaravanda",address:"etgwaravanda@gmail.com",affiliation:'
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