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Review Article
Angola in the Context of Bantu Civilization
Eduardo Ernesto Vicente*
Issue:
Volume 14, Issue 2, April 2026
Pages:
74-78
Received:
16 January 2026
Accepted:
27 January 2026
Published:
4 March 2026
Abstract: This literature review essay explores Angola's insertion into the cultural plurality of Bantu civilization, analysing how migratory dynamics, language, and complex socio-political structures shaped the identity of the present-day nation. The central objective is to understand Angola not as an isolated entity, but as one of the fundamental pillars of Bantu expansion in Southern Africa, highlighting the cultural continuities and kinship systems that, resisting colonial ruptures, still define the daily life and social praxis of this territory. In terms of methodology, this work is based on a qualitative bibliographic review of a descriptive nature with a reflective focus. Works by historians, anthropologists, and linguists were consulted, cross-referencing data from oral tradition with contemporary written records. The approach prioritizes language that oscillates between scientific rigor and the proximity of a reflective essay, avoiding certain ambiguities and technical dualities to allow for an organic reading. It is concluded that Angolan identity is a living expression of Bantu heritage, manifested both in community organization and spirituality. The study reinforces that looking to the territory's pre-colonial past is not a step backward, but a necessary step to lay the foundations for the future of an Angola that recognizes itself in its own history and its deep connection with the African continent.
Abstract: This literature review essay explores Angola's insertion into the cultural plurality of Bantu civilization, analysing how migratory dynamics, language, and complex socio-political structures shaped the identity of the present-day nation. The central objective is to understand Angola not as an isolated entity, but as one of the fundamental pillars o...
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Methodology Article
People’s Power in Post-Modernism - Constitutional Demarchy
Issue:
Volume 14, Issue 2, April 2026
Pages:
79-89
Received:
7 January 2026
Accepted:
27 January 2026
Published:
5 March 2026
Abstract: The fulfilment of the arising expectations amongst the generations of the Twenty-First Century - in terms of social implication and communication - has become the assertion of opinion as a qualitative augmentation of political engagement. This actuality necessitates a methodology of organic networks in a generalized ongoing and permanent access to the decision-making process of a given Society. The task of forming a political superstructure that is a direct reflection of the social collective-consciousness is a challenge that is not met and cannot be met within the obsolete Nation-State paradigm. Initially this paradigm was formulated in 1648 CE, for the purpose of centralizing a unified Germany under the tutelage of the Prussian aristocracy, as the Modern State. The Occidental model of Statecraft is the subject of protestation in terms of the anti-war movements, the Gen Z uprisings seeking policy and political change by way of the street, due to the lack of any other avenue of intervention. Together with the extrapolations made between political life and social issues in terms of individual Identities and minority Identities, there is reason to consider the reformulation of Democracy as Demarchy, to supersede representativity in a direct application, by way of the means and consciousness of current conditions in the here and now. The codification of such principles is feasible through the process of the Constituent Assembly as the initial Council methodology formulating the permanent priorities and conditions which generate a societal consensus for the legitimacy of the Law. In effect the hierarchy of power is put into question as an operational regime. The failure of the modern Nation-State is revealed as non-operational in various dimensions; as lacking the actual collective consciousness in consensus, disregarding the minorities in Civil Society and hoisting a hierarchy of power without the authority of the Public’s will.
Abstract: The fulfilment of the arising expectations amongst the generations of the Twenty-First Century - in terms of social implication and communication - has become the assertion of opinion as a qualitative augmentation of political engagement. This actuality necessitates a methodology of organic networks in a generalized ongoing and permanent access to ...
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Research Article
Islamophobia in Global Media Narratives: A Qur’anic and Prophetic Counter-discourse
Muhammad Saleem Sarwar*
Issue:
Volume 14, Issue 2, April 2026
Pages:
90-96
Received:
18 January 2026
Accepted:
3 March 2026
Published:
16 March 2026
Abstract: Islamophobia has increasingly influenced the representation of Islam and Muslims through securitized narratives, cultural othering, and selective patterns of visibility, particularly within Anglophone Western mainstream media and political–media discourse. This article presents a qualitative and conceptual examination informed by Critical Discourse Analysis (CDA) to explore recurring narrative structures that shape Islamophobic portrayals in contemporary media communication. The study analyzes widely recognized media discourse trends to illustrate how particular framing strategies contribute to epistemic injustice, reinforce suspicion, and attribute collective responsibility to Muslim communities. In response, the article proposes a Qur’anic–Prophetic ethical framework as a normative resource for evaluating media narratives and encouraging responsible communication. The framework highlights key ethical principles—including justice, verification of information, respect for human dignity, and moral witnessing—as evaluative standards for assessing media practices. Building on these principles, the study outlines practical mechanisms through which ethical guidance may be integrated into media environments, such as strengthened verification procedures, editorial review processes that assess stereotyping risks, and language guidelines for responsible reporting. While presenting Islamic ethical teachings as a constructive moral perspective for media critique, the article also recognizes the diversity of interpretive approaches within Islamic thought and engages potential concerns about employing religious ethics in public discourse. It demonstrates that many of the proposed principles align with broadly shared normative values such as truthfulness, fairness, and respect for human dignity. By linking critical media analysis with Islamic normative ethics, the article contributes to contemporary discussions on Islamophobia and offers a practical framework for promoting more balanced and accountable public communication.
Abstract: Islamophobia has increasingly influenced the representation of Islam and Muslims through securitized narratives, cultural othering, and selective patterns of visibility, particularly within Anglophone Western mainstream media and political–media discourse. This article presents a qualitative and conceptual examination informed by Critical Discourse...
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Research Article
Inclusive Pedagogy: Toward a Pedagogy of Belonging and Transformation
Emeka Okoli*
Issue:
Volume 14, Issue 2, April 2026
Pages:
97-105
Received:
16 January 2026
Accepted:
27 January 2026
Published:
23 March 2026
DOI:
10.11648/j.hss.20261402.14
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Abstract: Inclusive pedagogy is increasingly promoted within higher education as a response to inequity and exclusion, yet it is often framed as a technical or policy-driven intervention focused on access and accommodation. Drawing on decolonial and humanising scholarship, this article challenges such framings by conceptualising inclusive pedagogy as an ethical, political, and ontological praxis concerned with epistemological equity. Using qualitative interview data from historically marginalised psychologists, drawn from a doctoral study employing a Decolonial Constructivist Grounded Theory approach, the article examines how inclusive pedagogy is experienced, contested, and reimagined within Westernised higher education contexts. The findings reveal how pedagogy operates simultaneously as a site of epistemic violence and as a space of relational possibility, shaped by racialised standards of legitimacy, embodied reflexivity, ethical discomfort, and institutional constraint. Inclusive pedagogy is shown to function not as a fixed set of strategies but as an ongoing praxis of becoming, sustained through relational care, critical consciousness, and resistance to Eurocentric knowledge hierarchies. The article contributes to scholarship on inclusive and decolonial pedagogy by advancing epistemological equity as a central analytic lens and by foregrounding lived experience as a critical site for understanding the harms and transformative possibilities of pedagogy in higher education.
Abstract: Inclusive pedagogy is increasingly promoted within higher education as a response to inequity and exclusion, yet it is often framed as a technical or policy-driven intervention focused on access and accommodation. Drawing on decolonial and humanising scholarship, this article challenges such framings by conceptualising inclusive pedagogy as an ethi...
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