Decolonizing Vocational Education in Togo: Postcolonial, Deweyan, and Feminist Considerations

Autor/inn/en	Goura, Tairou; Seltzer-Kelly, Deborah L.
Titel	Decolonizing Vocational Education in Togo: Postcolonial, Deweyan, and Feminist Considerations
Quelle	In: Education and Culture, 29 (2013) 1, S.46-63, Artikel 5 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4908
DOI	10.1353/eac.2013.0001
Schlagwörter	Foreign Countries; Vocational Education; Foreign Policy; Feminism; Educational Change; Postsecondary Education; Females; Educational Philosophy; Togo + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Außenpolitik; Feminismus; Bildungsreform; Post-secondary education; Tertiäre Bildung; Weibliches Geschlecht; Bildungsphilosophie; Erziehungsphilosophie
Abstract	The Republic of Togo, like many African former colonies, has struggled to create a system of vocational education that will aid its efforts to move beyond the status of a satellite to Western economies. We incorporate postcolonial, Deweyan and feminist perspectives to understand how lingering colonialism and neo-colonial forces have hampered reform efforts in one postsecondary vocational program, and have posed a special challenge to the women who comprise the majority of its students. We argue that deeper attention to Deweyan principles for critical thought, in conjunction with consideration for local settings, is vital to meaningful and democratizing reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10