Cultures in Collision: Education and Dialogical Encounter in Zimbabwe.

Autor/in	Mungazi, Dickson A.
Titel	Cultures in Collision: Education and Dialogical Encounter in Zimbabwe.
Quelle	(1985), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Black Power; Colonialism; Culture Conflict; Developing Nations; Dialogs (Language); Educational Discrimination; Educational Policy; Foreign Countries; Human Relations; Politics of Education; Problem Solving; Racial Discrimination; Racial Relations; Self Determination; Social Theories; War; Zimbabwe + Suchen Sie Ihr Suchwort? Afroamerican; Civil rights movement; United States; Afroamerikaner; Bürgerrechtsbewegung; USA; Kolonialismus; Kulturkonflikt; Developing country; Developing countries; Entwicklungsland; Dialog; Dialogs; Dialogue; Dialogues; Politics of education; Bildungspolitik; Ausland; Zwischenmenschliche Beziehung; Educational policy; Problemlösen; Racial bias; Rassismus; Selbstbestimmung; Gesellschaftstheorie; Krieg; Simbabwe
Abstract	The central theory of Paulo Freire's "Pedagogy of the Oppressed" is that all human beings are capable of engaging in a dialogical encounter with their world. Application of this theory to the bitter civil war that occurred in Zimbabwe from 1972 to 1979 leads to four conclusions. First, the lack of educational opportunity for the Africans and the unwillingness of the Rhodesian Front (RF) government to engage in a dialog was a major cause of the war. The more the RF refused to engage in dialog with the Africans, the more the prospects of a serious conflict and a military confrontation increased. Second, good national educational policy and the practice of democracy must exist together. However, the RF never practiced democracy in its relations with the Africans because of its belief that there are cultural differences that cannot be eliminated, and that belief became a justification for perpetuating oppression. Third, the only way the war could have been avoided was to have engaged the Africans in dialog about the educational process that would have led to dialog about other national issues. The fourth and last conclusion is that there comes a time when the oppressed use the limited education available to arouse a nationalistic feeling that motivates them to struggle for their own freedom. Substantiating material (32 footnotes and 1 table) is dispersed throughout the paper. (MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC