Teaching Africa (eBook)

Foreword 6
Acknowledgements 9
Contents 10
Introduction 13
Teaching and Learning Africa: An Introduction to Transgressive Pedagogy 13
4.1 Towards a Transgressive Pedagogy 16
2.1 (Re)Conceptualizing Africa 16
2.2 Beyond Particularities 17
2.3 Creating Relevant Knowledge 17
2.4 Collaborative Learning and Teaching 18
2.5 Telling Success Stories 18
2.6 The Dangers, Perils, and Seduction of Romanticism, Overmythicization, and the Claim to Authenticity 19
2.7 The Socio-political Contexts of Knowledge Production 20
References 23
1 History as Tool of Colonialism 24
1.1 Introduction 24
1.1.1 Oral History and Learning and Teaching Africa 25
1.1.2 Learning and Teaching Africa Through Written History 26
1.1.3 Learning and Teaching Africa: Archaeological Evidence, Anthropology, Linguistics, and Science 27
1.2 History and Its Connection to Politics, Culture, and Power 27
1.2.1 Test: Evaluation/Assessment 32
1.3 Conclusion 35
Reference 36
2 Teaching and Learning African History 37
2.1 Introduction 37
2.2 Making the Case for African-Centred Education: The Roots and Place of African-Centredity 41
2.3 African-Canadians in History 44
2.4 Conclusion 52
References 53
3 The Study of Africa and the African Experience: The Challenge and Possibilities of an Integrative Theory 54
3.1 Introduction 54
3.2 The African-Centred Educational Philosophy as Anticolonial 58
References 23
4 Theorizing Africa Beyond Its Boundaries 68
4.1 Introduction 68
4.2 Re-conceptualizing Pan-Africanism Today 70
4.3 Historical Influences 73
4.4 Pedagogic Possibilities and Implications for Black/African Education 75
4.5 The Possibilities of Anti-colonial Education 78
4.6 Contesting and Engaging the Future Through Unity and Community Building 79
References 80
5 Teaching Africa: ``Development'' and Decolonization 82
5.1 Introduction 82
5.2 The Problem with African Development 83
5.3 Development as Eurocentric Paradigmatic Way of Knowing 85
5.4 Teaching Africa: Chabal and the Power of Eurocentricity 86
5.5 Afrocentrism in and Is Us 88
5.6 Teaching African in a Global Context 89
References 91
6 Reclaiming Development Through Indigenity and Indigenous Knowledge 93
6.1 Introduction 93
6.2 Indigenous Knowledge, Schooling, Education and African Development: Connecting the Dots 100
6.3 African Proverbs, Folktales and Stories: Pedagogic and Instructional Relevance in the Promotion of Moral and Character Education 100
6.4 Traditional Medicine 103
6.5 Conclusion 105
References 106
7 Indigenous Knowledge Any One? Pedagogical Possibilities for Anti-colonial Education 109
7.1 Introduction 109
7.2 Revealing Biases Within 111
7.3 Situating the Political Project: Our Collective Responsibility 113
7.4 Indigenous Knowledge: Towards a Conceptualization and Operationalization 115
7.5 Politics of Identity and the Search for Epistemological Equity 118
7.6 Towards a Critical Indigenous Discursive Framework 120
7.7 Indigenous Knowledges Today: Pedagogic Possibilities for Anti-colonial Education 123
References 125
8 Politicizing the Contemporary Learner: Implications for African Schooling and Education 127
8.1 Introduction: On Identity and Community 127
8.2 The Power of Critical Education 128
8.3 Connecting Religion, Identity, Community, and Critical Education: The Search for Educational Options/Alternatives 129
8.4 A Question of Language 131
8.5 African-Centred School and the Moral Panic 131
8.6 Conclusion 135
References 136
9 Looking to the Future African-Centred Schooling in Action: Applying Development Discourse to Sustainability, Community Empowerment, and Health Awareness 137
9.1 Introduction: Towards an Anti-colonial Prism of Development 137
9.2 Sustainability as Political and Intellectual Project 139
9.3 Rethinking Sustainability: The Quest for Education for Sustainability 142
9.4 Building Healthy and Sustainable Communities: The Challenges and Possibilities 143
9.5 Looking Forward to Reframe Development 145
References 146
Index 148