Africanizing the School Curriculum
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Connecting cultures to educational settings is an essential component of critical pedagogy. This book addresses many of the key issues and challenges in decolonizing the African school curriculum. It highlights important philosophical arguments on the challenges and possibilities of achieving these goals in a meaningful manner. Topics covered in the book include: * operationalizing the key terms of “inclusion” and “curriculum” * strategies for Africanizing the school curriculum, and * the implications of local knowledge for schooling reform. This book also raises a variety of key questions: 1.…mehr

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Produktbeschreibung
Connecting cultures to educational settings is an essential component of critical pedagogy. This book addresses many of the key issues and challenges in decolonizing the African school curriculum. It highlights important philosophical arguments on the challenges and possibilities of achieving these goals in a meaningful manner. Topics covered in the book include: * operationalizing the key terms of “inclusion” and “curriculum” * strategies for Africanizing the school curriculum, and * the implications of local knowledge for schooling reform. This book also raises a variety of key questions: 1. how do we frame an inclusive anti-colonial African future and what is the nature of the work required to collectively arrive at that future? 2. what education are learners of today going to receive and how will they apply it to their schooling and work lives? 3. how do we re-fashion our work as African educators and learners to create more relevant understandings of what it means to be human? 4. how do we challenge colonizing and imperializing relations of the academy? What are the possibilities and limits of counter-visions of education? 5. how do we make school curricula inclusive through teaching, research and graduate training in questions of Indigeneity and multi-centric ways of knowing? 6. >The book identifies specific areas of an “inclusive/decolonized curriculum agenda” through educational programming and reform. It is essential reading to any student or teacher concerned about understanding the many facets of an African school curriculum.
Autorenporträt
Anthony Afful-Broni is a Professor and Vice Chancellor of the University of Education, Winneba, Ghana. Jophus Anamuah-Mensah is a science education expert, tertiary education consultant with over 45 years in academia as university researcher, teacher, administrator, policy analyst and national and international consultant. Professor Anamuah-Mensah’s university leadership positions have included six years as Head of Department of Science Education, three years as Dean of Faculty of Education, two years as Pro-Vice Chancellor of the University of Cape Coast, and nine years as Principal and foundation Vice Chancellor of the University of Education, Winneba. Kolawole Raheem is the Head of the Centre for School and Community Science and Technology Studies (SACOST) at the Institute for Educational Research and Innovation Studies (IERIS), University of Education, Winneba, Ghana. Ghanaian-born George J. Sefa Dei is Professor of Social Justice Education and Director of the Centre for Integrative Anti-Racism Studies at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). He has written extensively on anti-racism education, minority youth and schooling, Indigenous knowledge, Blackness and Black Indigeneity.