Engaging Students as ‘Country Specialists’ to Counter the ‘Africa is a Country’ Misconception

This chapter presents an innovative, student-centered pedagogical model designed to challenge and dismantle the pervasive "Africa is a country" misconception in higher education. Drawing on Freirian dialogic partnership principles and cognitive theories of belief perseverance, the author proposes engaging students as "country specialists" within an International Relations module. Each student researches a specific African nation, contributes through podcasts and seminar discussions, and applies their specialist knowledge to critically analyze course themes. Findings from surveys and assessment data, collected in a Sino-British transnational university context, indicate that this active, multi-dimensional approach reduces stereotype persistence, fosters nuanced understanding of Africa's diversity, and enhances students' analytical confidence. The chapter contributes to anti-misconception scholarship, student partnership literature, and offers adaptable principles for educators seeking to promote deep, transformative learning about Africa and beyond.