African societies are on the brink of changing from postcolonial societies into global knowledge societies. Digitalization and globalization could enhance their transformation from knowledge-consuming to knowledge-producing societies, which would also help bring full mental decolonization to Africa. Just as important, it would open the way for African indigenous knowledge systems to enjoy recognition in the “North,” not to mention in other parts of the Global South. If it were not for the language issue.
It has taken sixty-one editions of the Eurovision Song Contest, and fifty-three years of Portuguese participation, for any Portuguese city to have the chance to host the annual song competition and show the contest’s reputed 200 million viewers its own interpretation of Europe’s cultural identity.
Portugal’s reputation as one of the longest-running Eurovision entrants never to win meant that the victor’s privilege of hosting the next contest has never until now fallen on Portugal and its national broadcaster Rádio e Televisão de Portugal (RTP), even as early twenty-first-century Eurovision became famous for more and more first-time winners emerging across a seemingly ever-enlarging Europe.
In the 1970s and 1980s, the concept of the “knowledge society” (Wissensgesellschaft ) rapidly gained in popularity among social scientists and politicians in Western countries.1 The concept referred to a socioeconomic system that was no longer organized around the manufacture of material—especially industrial—goods but instead around the production of knowledge, expertise, and highly specialized skills. The prominence of this perspective was strongly influenced by the experience of de-industrialization in Western Europe and North America in the last third of the twentieth century, with former sites of industrial production being dismantled and the so-called service sector rapidly gaining in importance. Closely linked to emphasis on the relevance of knowledge in the twenty-first century was concern with educational models that seemed to be outdated because they were rooted in the industrial paradigm of the nineteenth and twentieth centuries. It was in this context that school and university curricula were revised and “modernized” so that they would match the technological demands of postindustrial societies. These efforts were driven by the understanding that the international standing of formerly industrial countries and regions depended on their ability to supply and apply the skills and expertise needed to compete in an increasingly global economy.