New Directions in African Education: Challenges and Possibilities

New Directions in African Education: Challenges and Possibilities

New Directions in African Education: Challenges and Possibilities

New Directions in African Education: Challenges and Possibilities

Synopsis

It has been said that education in post-colonial Africa is in a state of crisis. Policies and practices from Eurocentric colonial regimes have carried over, intertwining with challenges inherent in the new political and economic climate. Leaders have done little to remedy the malfunctioning education system, and even where attempts have been made, they have overwhelmingly been shaped by commercial and capitalist interests. In 'New Directions in African Education', Nombuso Dlamini has gathered essays from continental African scholars who, before pursuing graduate studies in North America, had first-hand experience with the education system in post-colonial Africa. Their cross-cultural perspective has provided a unique opportunity to critically examine education in the African context and to present possible courses of action to reinvent its future. These authors are in search of a new model for African education - a model that embraces indigenous knowledge, helps cultivate a greater sense of pride in people of African descent, and, most importantly, serves local needs.

Excerpt

The purpose of this volume is to reconceptualize and reinvent education in order to suit and serve pressing socioeconomic needs in the African continent. The chapters in this book are written by continental African scholars who, prior to pursuing graduate studies in North America, did the majority of their schooling in educational institutions in Africa. Each respected scholars in their respective disciplinary areas, contributors in this volume present perspectives that provide a current view of the conditions for and of education in Africa and put forward measures that need to be taken to address what has been referred to as an educational crisis on the continent.

Now academics, with experiences of teaching in African and/or North American classrooms, the contributors are well aware of the needs and levels of understanding of their students and colleagues about the African continent. Their chapters reflect their intimate and informed knowledge and experiences, and each chapter is enlivened with thick description (Geertz, 1973) emerging from a blending of empirical studies and theoretical writings about Africa and the Americas, and offer readers thoughtful analyses of the complex intricacies inherent in the educational concepts, curricula, and sociocultural issues that the authors address in their texts.

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.