Using critical theory and critical pedagogy, the author examines the processes by which the poor in Africa have been disenfranchized and marginalized through schools' ascriptive mechanisms. Using these and other factors, he explains why African economic development is very slow.
Using critical theory and critical pedagogy, the author examines the processes by which the poor in Africa have been disenfranchized and marginalized through schools' ascriptive mechanisms. Using these and other factors, he explains why African economic development is very slow.
Introduction Traditional African Education Christian Missionary Education in Africa Western Education and the Rise of Educated Elites in Africa Western Education and Political Socialization in Africa Educated Elites and Political Domination in Africa: The Cases of Ghana, Nigeria, Kenya, Guinea, The Ivory Coast, Liberia, Libya, and Uganda Schools in Africa as Sites of Cultural and Structural Inequalities, Disempowerment, Sexism, Domination and Hegemony Education in the Service of Apartheid in South Africa, 1802-1993 Education of Most Worth for Africa in the Twenty-First Century Bibliography Index
Introduction Traditional African Education Christian Missionary Education in Africa Western Education and the Rise of Educated Elites in Africa Western Education and Political Socialization in Africa Educated Elites and Political Domination in Africa: The Cases of Ghana, Nigeria, Kenya, Guinea, The Ivory Coast, Liberia, Libya, and Uganda Schools in Africa as Sites of Cultural and Structural Inequalities, Disempowerment, Sexism, Domination and Hegemony Education in the Service of Apartheid in South Africa, 1802-1993 Education of Most Worth for Africa in the Twenty-First Century Bibliography Index
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