Eurocentric Discourses and African Philosophies and Epistemologies of Education: Counter-Hegemonic Analyses and Responses

Autor/in	Abdi, Ali A.
Titel	Eurocentric Discourses and African Philosophies and Epistemologies of Education: Counter-Hegemonic Analyses and Responses
Quelle	In: International Education, 36 (2006) 1, S.15-31 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-5429
Schlagwörter	Stellungnahme; Epistemology; Role of Education; Foreign Policy; Educational Environment; Educational Philosophy; Africa + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Bildungsauftrag; Außenpolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsphilosophie; Erziehungsphilosophie; Afrika
Abstract	The general understanding of epistemological questions is that they focus on questions that examine the theories of knowledge and ways of knowing. As such, different epistemic (knowledge) traditions should be expected to develop diverse trajectories of knowing and constructing select bodies of knowledge. Hence, the importance and increasing popularity of contextualism in epistemological studies and analysis, which speaks about how what knowledge asserts or proposes would vary from one context to another. In this essay, the author discusses the fact that epistemology should clarify for people the reality that knowledge (and all its related packages) are socially constructed, locational, undoubtedly temporal, and selectively fluid. The author critically examines and analyzes traditional, colonial, and possible postcolonial systems of African education and how these have been situated within and around the contours and discursive platforms of dominant European philosophies and theories of knowledge. (ERIC).
Anmerkungen	College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site: http://cehhs.utk.edu/publications/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10