The Dialectics of African Education and Western Discourses: Counter-Hegemonic Perspectives. Black Studies and Critical Thinking. Volume 21

Sonst. Personen	Wright, Handel Kashope (Hrsg.); Abdi, Ali A. (Hrsg.)
Titel	The Dialectics of African Education and Western Discourses: Counter-Hegemonic Perspectives. Black Studies and Critical Thinking. Volume 21
Quelle	(2012), (206 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4331-1379-6
Schlagwörter	Foreign Countries; African Studies; Education; Epistemology; Educational Philosophy; Memory; Praxis; Learning; Change; Indigenous Knowledge; Sustainable Development; Story Telling; Higher Education; Educational Policy; Teacher Education; Science Education; Mathematics Education; Identification; Politics; Gifted; Special Education; Canada; Ghana; Kenya + Suchen Sie Ihr Suchwort? Ausland; Bildung; Erziehung; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Gedächtnis; Lernen; Wandel; Nachhaltige Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Lehrerausbildung; Lehrerbildung; Naturwissenschaftliche Bildung; Mathematische Bildung; Identifikation; Identifizierung; Politik; Begabter, Hoch Begabter; Special needs education; Sonderpädagogik; Sonderschulwesen; Kanada; Kenia
Abstract	"The Dialectics of African Education and Western Discourses" addresses how continental Africans who have worked or are currently working in the Canadian academy address their dual legacy of African and Euro-American knowledge paradigms. Reflecting a range of approaches to hegemonic Euro-American paradigms that can be summarized as "appropriation, ambivalence and alternatives," the authors bring African indigenous knowledge and praxes into play in addressing issues in various sub-fields of education from philosophy and gnosis to teacher education and classroom practice, memory work and storying to higher education policy and development studies, language and mathematics pedagogy to giftedness and special education. By simultaneously engaging Western and African worldviews, theory, policy and practice, the twelve essays provide an intervention in and contribution to critical approaches to education as a comprehensive global field and as an aspect of African studies. Contents include: (1) Introducing the Dialectics of African Education and Western Discourses: Appropriation, Ambivalence, and Alternatives (Handel K. Wright and Ali A. Abdi); (2) Eurocentric Discourses and African Philosophies and Epistemologies of Education: Counter-Hegemonic Analyses and Responses (Ali A. Abdi); (3) Ubuntu, African Epistemology and Development: Contributions, Contradictions, Tensions, and Possibilities (Dalene Swanson); (4) Inkumbulo as Remembering, Communing, and Praxis: Retelling the Stories of Transformation and Learning (Nombuso Dlamini); (5) Integrating African Indigenous Knowledge in Kenya's Formal Education System: The Potential for Sustainable Development (Jenipher A. Owuor); (6) Reframing African Higher Education (Michael Kariwo); (7) Re-Culturing Teacher Education in Africa (Musembi Nungu); (8) Reframing and Indigenizing Science Education in Africa (Samson M. Nashon); (9) African Ways of Knowing: Rethinking Pedagogy in Africa (Constantine Ngara); (10) Linguistic Independence and African Education and Development (Edward Shizha); (11) Cultural Games and Mathematics Education in Ghana: A Theoretical Analysis (Michael Nabie); and (12) Is This an African I See Before Me? Black/African Identity and the Politics of (Western, Academic) Knowledge (Handel Kashope Wright). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10