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Whose Education For All

Author: Birgit Brock-Utne
Publisher: Routledge
ISBN: 1135578281
Size: 14.64 MB
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Since 1990, when the phrase "education for all" was first coined at the World Bank conference in Jomtien, Thailand, a battle has raged over its meaning and its impact on education in Africa. In this thought-provoking new volume, Dr. Brock-Utne argues that "education for all" really means "Western primary schooling for some, and none for others." Her incisive analysis demonstrates how this construct robs Africans of their indigenous knowledge and language, starves higher education in Africa, and thereby perpetuates Western dominion. In Dr. Brock-Utne's words, "A quadrangle building has been erected in a village of round huts."

Dignity Of Labour For African Leaders

Author: Yamada, Shoko
Publisher: Langaa RPCIG
ISBN: 9956550000
Size: 46.97 MB
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From 1910 to the 1930s, educating Africans was a major preoccupation in the metropole and in the colonies of imperial Britain. This richly researched book untangles the discourse on education for African leaders, which involved diverse actors such as colonial officials, missionaries, European and American educationists or ideologues in Africa and diaspora. The analysis is presented around two foci of decision-making: one is the Memorandum on Education Policy in British Tropical Africa, issued by the British Colonial Office in 1923; another is the Achimota School established on the Gold Coast Colony (present-day Ghana) as a model school in 1927. Ideas brought from different sources were mingled and converged on the areas where the motivations of actors have coincided. The local and the global was linked through the chains of discourse, interacting with global economic, political and social concerns. The book also vividly describes how the ideals of colonial education were realized in Achimota School.

Effektiv Oder Gerecht

Author: Stefan Kadelbach
Publisher: Campus Verlag
ISBN: 3593500884
Size: 21.76 MB
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In Debatten über Entwicklungspolitik dominieren gegenüber den ethischen und rechtlichen meist die ökonomischen Fragen. Auch die Evaluierung von Entwicklungsprojekten folgt in der Regel ökonomischen Kennzahlen und der Auffassung von Entwicklung als wirtschaftlichem und gesellschaftlichem Fortschritt. Dagegen wird häufig auf das Dilemma zwischen von außen vorgegebenen Wohlfahrtsideen und interner Selbstbestimmung der Nehmerländer hingewiesen. Angesichts der Kollision ihrer Leitbilder fragen die Autoren, wie Entwicklungshilfe gerechtfertigt werden kann. Sie entwickeln einen normativen Rahmen jenseits bloß ökonomischer Parameter, der auf einer Haltung der Nichtbeherrschung gründet.

Languages In Africa

Author: Elizabeth C. Zsiga
Publisher: Georgetown University Press
ISBN: 1626161534
Size: 14.31 MB
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People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language—written, widespread, sometimes used in school—surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility—and yet it will not be well known by its users. The essays in Languages in Africa explore the layers of African multilingualism as they affect language policy and education. Through case studies ranging across the continent, the contributors consider multilingualism in the classroom as well as in domains ranging from music and film to politics and figurative language. The contributors report on the widespread devaluing and even death of indigenous languages. They also investigate how poor teacher training leads to language-related failures in education. At the same time, they demonstrate that education in a mother tongue can work, linguists can use their expertise to provoke changes in language policies, and linguistic creativity thrives in these multilingual communities.

Textbooks And Quality Learning For All

Author: Unesco
Publisher: UNESCO
ISBN: 9789231040276
Size: 30.17 MB
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Focused on the dual aspects of access and quality, this publication discusses the role of textbooks in facilitating quality education for all. The book consists of two reviews with international perspectives: the first focused on supply, access, and content and the second on didactics and impact; two chapters, one on Brazil and the other on the Russian Federation, that review the challenges of developing, evaluating, and distributing high-quality, affordable, and relevant textbooks for all in these federal contexts; a sixth element that analyses the impact of development interventions on textbook provision; and an exploration of the relationship between textbook content and identitybased conflict in Rwanda. The authors document strategies that could help to optimise procedures of textbook development, production, and evaluation; enhance textbooks' pedagogical impact; improve teachers' selection of textbooks; raise textbook supply efficiently; and constructively manage textbook and identity development in federal contexts, countries of transition, or zones of post-conflict reconstruction. This book aims to be of interest to academics and practitioners in this area, including teachers, specialists in pedagogy, curriculum developers, policy-makers, professionals in textbook production, and development agencies.