Western Education and Political Domination in Africa: A Study in Critical and Dialogical Pedagogy

Greenwood Publishing Group, 1999 - 168 sider
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The contribution of Western education to the creation of an African-educated elite is well documented. What is not equally well documented is the fact that African-educated elites have used their education and the schools to perpetuate their dominance by denying the poor the knowledge necessary to protect their political and economic rights and to advance in society. On the other hand, educated elites in Africa make opportunities available to their own members through selective ordering, legitimization of certain language forms and learning processes in schools, and legitimization of elite codes and experiences to the exclusion of the histories, experiences, and worldviews of the poor.

This book highlights the processes by which the poor in Africa have been disenfranchised and marginalized through schools' ascriptive mechanisms, and explains why African economic development is very slow.

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Traditional African Education
Christian MissionaryColonial Education in Africa
Western Education and the Rise of Educated Elites
Western Education and Political Socialization in Africa
Educated Elites and Political Domination in Africa
Schools in Africa as Sites of Cultural and Structural
Education in the Service of Apartheid in South Africa
Education of Most Worth for Africa in the TwentyFirst

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Side 8 - ... there is no power relation without the correlative constitution of a field of knowledge, nor any knowledge that does not presuppose and constitute at the same time power relations.
Side 8 - Each society has its regime of truth, its 'general politics' of truth: that is, the types of discourse which it accepts and makes function as true; the mechanisms and instances which enable one to distinguish true and false statements, the means by which each is sanctioned; the techniques and procedures accorded value in the acquisition of truth; the status of those who are charged with saying what counts as true.
Side 32 - ... .Native education should be controlled in such a way that it should be in accord with the policy of the state...
Side 47 - proper place" and will stay in it You will not need to send him to the back door. He will go without being told. In fact, if there is no back door, he will cut one for his social benefit His education makes it necessary.
Side 38 - And it was not long before the people began to say that the white man's medicine was quick in working. Mr. Brown's school produced quick results. A few months in it were enough to make one a court messenger or even a court clerk. Those who stayed longer became teachers; and from Umuofia laborers went forth into the Lord's vineyard.
Side 36 - The primary function of education should in my judgment be to fit the ordinary individual to fill a useful part in his environment with happiness to himself, and to ensure that the exceptional individual shall use his abilities for the advancement of the community, and not to its detriment, or to the subversion of constituted authority.
Side 75 - Truth' is linked in a circular relation with systems of power which produce and sustain it, and to effects of power which it induces and which extend it.

Om forfatteren (1999)

MAGNUS O. BASSEY is Assistant Professor in the Department of Secondary Education and Youth Services at Queens College, The City University of New York. Bassey has published several academic articles. His forthcoming book, Missionary Rivalry and Educational Expansion in Nigeria, 1885-1945, will be published in 1999. Bassey also taught in the New York City Public Schools and at SUNY-Oneonta.

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