Sefa Dei Teaching Africa

Towards a Transgressive Pedagogy
2010
ISBN: 978-1-4020-5771-7
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 9, 130 Seiten

Reihe: Explorations of Educational Purpose

One is always struck by the brilliant work of George Sefa Dei but nothing so far has demonstrated his pedagogical leadership as much as the current project. With a sense of purpose so pure and so thoroughly intellectual, Dei shows why he must be credited with continuing the motivation and action for justice in education. He has produced in this powerful volume, Teaching Africa, the same type of close reasoning that has given him credibility in the anti-racist struggle in education. Sustaining the case for the democratization of education and the revising of the pedagogical method to include Indigenous knowledge are the twin pillars of his style. A key component of this new science of pedagogy is the crusade against any form of hegemonic education where one group of people assumes that they are the masters of everyone else. Whether this happens in South Africa, Canada, United States, India, Iraq, Brazil, or China, Dei's insights suggest that this hegemony of education in pluralistic and multi-ethnic societies is a false construction. We live pre-eminently in a world of co-cultures, not cultures and sub-cultures, and once we understand this difference, we will have a better approach to education and equity in the human condition.

Autoren/Hrsg.

Sefa Dei, George J.

Inhaltsverzeichnis

1;Foreword;6
2;Acknowledgements;9
3;Contents;10
4;Introduction;13
4.1;Teaching and Learning Africa: An Introduction to Transgressive Pedagogy;13
4.2;4.1 Towards a Transgressive Pedagogy;16
4.2.1;2.1 (Re)Conceptualizing Africa;16
4.2.2;2.2 Beyond Particularities;17
4.2.3;2.3 Creating Relevant Knowledge;17
4.2.4;2.4 Collaborative Learning and Teaching;18
4.2.5;2.5 Telling Success Stories;18
4.2.6;2.6 The Dangers, Perils, and Seduction of Romanticism, Overmythicization, and the Claim to Authenticity;19
4.2.7;2.7 The Socio-political Contexts of Knowledge Production;20
4.3;References;23
5;1 History as Tool of Colonialism;24
5.1;1.1 Introduction;24
5.1.1;1.1.1 Oral History and Learning and Teaching Africa;25
5.1.2;1.1.2 Learning and Teaching Africa Through Written History;26
5.1.3;1.1.3 Learning and Teaching Africa: Archaeological Evidence, Anthropology, Linguistics, and Science;27
5.2;1.2 History and Its Connection to Politics, Culture, and Power;27
5.2.1;1.2.1 Test: Evaluation/Assessment;32
5.3;1.3 Conclusion;35
5.4;Reference;36
6;2 Teaching and Learning African History;37
6.1;2.1 Introduction;37
6.2;2.2 Making the Case for African-Centred Education: The Roots and Place of African-Centredity;41
6.3;2.3 African-Canadians in History;44
6.4;2.4 Conclusion;52
6.5;References;53
7;3 The Study of Africa and the African Experience: The Challenge and Possibilities of an Integrative Theory;54
7.1;3.1 Introduction;54
7.2;3.2 The African-Centred Educational Philosophy as Anticolonial;58
7.3;References;23
8;4 Theorizing Africa Beyond Its Boundaries;68
8.1;4.1 Introduction;68
8.2;4.2 Re-conceptualizing Pan-Africanism Today;70
8.3;4.3 Historical Influences;73
8.4;4.4 Pedagogic Possibilities and Implications for Black/African Education;75
8.5;4.5 The Possibilities of Anti-colonial Education;78
8.6;4.6 Contesting and Engaging the Future Through Unity and Community Building;79
8.7;References;80
9;5 Teaching Africa: ``Development'' and Decolonization;82
9.1;5.1 Introduction;82
9.2;5.2 The Problem with African Development;83
9.3;5.3 Development as Eurocentric Paradigmatic Way of Knowing;85
9.4;5.4 Teaching Africa: Chabal and the Power of Eurocentricity;86
9.5;5.5 Afrocentrism in and Is Us;88
9.6;5.6 Teaching African in a Global Context;89
9.7;References;91
10;6 Reclaiming Development Through Indigenity and Indigenous Knowledge;93
10.1;6.1 Introduction;93
10.2;6.2 Indigenous Knowledge, Schooling, Education and African Development: Connecting the Dots;100
10.3;6.3 African Proverbs, Folktales and Stories: Pedagogic and Instructional Relevance in the Promotion of Moral and Character Education;100
10.4;6.4 Traditional Medicine;103
10.5;6.5 Conclusion;105
10.6;References;106
11;7 Indigenous Knowledge Any One? Pedagogical Possibilities for Anti-colonial Education;109
11.1;7.1 Introduction;109
11.2;7.2 Revealing Biases Within;111
11.3;7.3 Situating the Political Project: Our Collective Responsibility;113
11.4;7.4 Indigenous Knowledge: Towards a Conceptualization and Operationalization;115
11.5;7.5 Politics of Identity and the Search for Epistemological Equity;118
11.6;7.6 Towards a Critical Indigenous Discursive Framework;120
11.7;7.7 Indigenous Knowledges Today: Pedagogic Possibilities for Anti-colonial Education;123
11.8;References;125
12;8 Politicizing the Contemporary Learner: Implications for African Schooling and Education;127
12.1;8.1 Introduction: On Identity and Community;127
12.2;8.2 The Power of Critical Education;128
12.3;8.3 Connecting Religion, Identity, Community, and Critical Education: The Search for Educational Options/Alternatives;129
12.4;8.4 A Question of Language;131
12.5;8.5 African-Centred School and the Moral Panic;131
12.6;8.6 Conclusion;135
12.7;References;136
13;9 Looking to the Future African-Centred Schooling in Action: Applying Development Discourse to Sustainability, Community Empowerment, and Health Awareness;137
13.1;9.1 Introduction: Towards an Anti-colonial Prism of Development;137
13.2;9.2 Sustainability as Political and Intellectual Project;139
13.3;9.3 Rethinking Sustainability: The Quest for Education for Sustainability;142
13.4;9.4 Building Healthy and Sustainable Communities: The Challenges and Possibilities;143
13.5;9.5 Looking Forward to Reframe Development;145
13.6;References;146
14;Index;148