Cultural Foundations of the Idea and Practice of the Teaching Profession in Africa: Indigenous Roots, Colonial Intrusion, and Post-Colonial Reality

Autor/in	Assie-Lumumba, N'Dri T.
Titel	Cultural Foundations of the Idea and Practice of the Teaching Profession in Africa: Indigenous Roots, Colonial Intrusion, and Post-Colonial Reality
Quelle	In: Educational Philosophy and Theory, 44 (2012), S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2011.00793.x
Schlagwörter	Teaching (Occupation); Social Status; Reputation; Global Approach; Educational Quality; Educational Change; Foreign Countries; Cultural Influences; Human Resources; Islam; Religious Education; Equal Education; Educational Objectives; Science Education; Technology Education; Africa + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Sozialer Status; Globales Denken; Quality of education; Bildungsqualität; Bildungsreform; Ausland; Cultural influence; Kultureinfluss; Humankapital; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Educational objective; Bildungsziel; Erziehungsziel; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Afrika
Abstract	In this article I analyze some of the cultural factors that have determined and influenced the teaching profession and its evolution in African countries. Firstly, I use an historical approach to review conceptual issues on teachers, teaching and learning; secondly, I examine salient features of the idea and practices of teachers and teaching in the pre-colonial and less Westernized contemporary African contexts and elements of Quranic schools; thirdly, I offer an account of how teachers were introduced to formal learning of European education in the colonial era; and, fourthly, I examine the declining prestige and other outstanding issues of teaching and the teaching profession amidst the call of quality Education for All. In the main, most African countries have to grapple with the daunting challenges of providing quality education to the entire school-age populations in African countries, especially with the approaching 2015 date for meeting the second Millennium Development Goal (MDG) of achieving universal primary education and Education For All (EFA). At the secondary level and even more clearly articulated for higher education, there is a sense of urgency in providing quality education particularly in science and technology to position Africa with competent human resources in the global economy. Paradoxically, however, the perceived and actual prestige of the teaching profession and the social status of the teacher as a professional category, especially at the lower levels of the educational systems, have not consistently been positive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10