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Teaching Africa Towards a Transgressive Pedagogy

:	George J. Sefa Dei
:	Teaching Africa Towards a Transgressive Pedagogy
:	Springer-Verlag
:	9781402057717
:	1
:	CHF 85.90
:

:	Östliche Philosophie
:	English

:	130
:	Wasserzeichen
:	PC/MAC/eReader/Tablet
:	PDF

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.

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