Evolving African Attitudes to European Education: Resistance, Pervert Effects of the Single System Paradox, and the "Ubuntu" Framework for Renewal

Autor/in	Assié-Lumumba, N'Dri Thérèse
Titel	Evolving African Attitudes to European Education: Resistance, Pervert Effects of the Single System Paradox, and the "Ubuntu" Framework for Renewal
Quelle	In: International Review of Education, 62 (2016) 1, S.11-27 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-016-9547-8
Schlagwörter	Guidelines; African Culture; Educational Change; Foreign Countries; Freedom; Self Determination; Foreign Policy; Educational History; Educational Attitudes; Language Usage; African Languages; Language of Instruction; Educational Philosophy; Educational Development + Suchen Sie Ihr Suchwort? Richtlinien; Africa; Culture; Afrika; Kultur; Bildungsreform; Ausland; Freiheit; Selbstbestimmung; Außenpolitik; History of education; Bildungsgeschichte; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Sprachgebrauch; Language; Languages; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Bildungsphilosophie; Erziehungsphilosophie; Bildungsentwicklung
Abstract	This paper is a reflection that critically examines the dynamics of education and the struggle by African people for freedom, control of the mind, self-definition and the right to determine their own destiny from the start of colonial rule to the present. The primary methodological approach is historical structuralism, which stipulates that social reality and facts are determined and created by social agents within structural and historical contingencies. It addresses some of the most powerful challenges and contradictions that explain the ineffectiveness of numerous post-independence reforms, and presents the arguments for relevance and use of African languages, for instance, that have been made since the 1960s. The first section of the paper deals with the colonial imperatives for setting new education systems in the colonised societies of Africa and the initial attitudes of the Africans towards colonial education. The second section critically examines the evolving meanings of Western education in Europeanising African societies, the articulation of their rationale and the mechanism for resistance. It analyses the turning point when Africans began to embrace European education and demand it in the colonial and post-independence era. The third section addresses the roots of the inadequacies of received post-colonial education and the imperative of deconstruction and re-appropriation of African education using an "ubuntu" framework for an African renewal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01