Globalization, Critical Post-Colonialism and Career and Technical Education in Africa: Challenges and Possibilities

Autor/in	Goura, Tairou
Titel	Globalization, Critical Post-Colonialism and Career and Technical Education in Africa: Challenges and Possibilities
Quelle	(2012), (231 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Southern Illinois University at Carbondale
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-1763-8
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Technical Education; Vocational Education; Global Approach; Critical Theory; Educational Theories; Poverty; Unemployment; Social Justice; Social Bias; Stereotypes; Gender Bias; Citizenship Education; Democracy; Holistic Approach; Social Integration; Social Capital; Decision Making; Africa + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Technikunterricht; Ausbildung; Berufsbildung; Globales Denken; Kritische Theorie; Educational theory; Theory of education; Bildungstheorie; Armut; Arbeitslosigkeit; Soziale Gerechtigkeit; Klischee; Geschlechterstereotyp; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Holistischer Ansatz; Soziale Integration; Sozialkapital; Decision-making; Entscheidungsfindung; Afrika
Abstract	In Sub-Saharan Africa (SSA), technical and vocational education and training (TVET) is central to political discourses and educational concerns as a means for economic development, poverty alleviation, youth employment, and social mobility. Yet, there is an intriguing contradiction between this consideration and the real attention dedicated to TVET. Research on African TVET is varied, but tends to be narrowly focused on issues of policies, economic strategies, cost-efficiency, curriculum contents, and outdated equipment. Offering an alternative inquiry, the purpose of this conceptual dissertation was to use critical education theory and post-colonial insights to explore the macro and micro challenges SSA TVET systems are facing in a global context. Indeed, in the era of economic and cultural globalization, the African continent has the opportunity to make its way toward socioeconomic development. Still, rich countries are getting richer and the poor poorer. The African continent is rich in natural, mineral, agricultural, human, and intellectual resources. Thus, there are opportunities for well-being and educational prosperity. However, all statistics show that Africans are the poorest in the world. I argue that this poverty is socially constructed and not an inevitable condition for Africans. Unemployment is a tough reality in SSA. The number of students enrolling in TVET is increasing. From the critical and post-colonial conceptual framework I illustrate structural and systematic concerns to show how SSA TVET systems involve oppression, exploitation, marginalization, prejudice, stereotypes, gender discrimination, reproduction, hegemony, and subalternity. Through the concept of democratic education Dewey and Freire offer, I envision, idealistically and realistically, a holistic and emancipatory TVET where the main concern would not just be to train hands but also heads. In so doing, SSA TVET could develop students' critical awareness about citizenship, self-determination, and problem-solving in order to create social cohesion, peace, and stability in Africa. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01