Africanizing the School Curriculum

Promoting an Inclusive, Decolonial Education in African Contexts

AvAnthony Afful-Broni,Jophus Anamuah-Mensah

Häftad, Engelska, 2020

433 kr

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Beskrivning

Connecting cultures to educational settings is an essential component of critical pedagogy. This book addresses many of the key issues and challenges in decolonizing the African school curriculum. It highlights important philosophical arguments on the challenges and possibilities of achieving these goals in a meaningful manner. Topics covered in the book include: operationalizing the key terms of “inclusion” and “curriculum”strategies for Africanizing the school curriculum, andthe implications of local knowledge for schooling reform.This book also raises a variety of key questions: how do we frame an inclusive anti-colonial African future and what is the nature of the work required to collectively arrive at that future?what education are learners of today going to receive and how will they apply it to their schooling and work lives?how do we re-fashion our work as African educators and learners to create more relevant understandings of what it means to be human?how do we challenge colonizing and imperializing relations of the academy? What are the possibilities and limits of counter-visions of education? how do we make school curricula inclusive through teaching, research and graduate training in questions of Indigeneity and multi-centric ways of knowing?The book identifies specific areas of an “inclusive/decolonized curriculum agenda” through educational programming and reform. It is essential reading to any student or teacher concerned about understanding the many facets of an African school curriculum.

Produktinformation

Utgivningsdatum:2020-11-25
Mått:177 x 254 x 17 mm
Vikt:401 g
Format:Häftad
Språk:Engelska
Antal sidor:170
Förlag:Myers Education Press
ISBN:9781975504595

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Mer om författaren

Anthony Afful-Broni is a Professor and Vice Chancellor of the University of Education, Winneba, Ghana. Jophus Anamuah-Mensah is a science education expert, tertiary education consultant with over 45 years in academia as university researcher, teacher, administrator, policy analyst and national and international consultant. Professor Anamuah-Mensah’s university leadership positions have included six years as Head of Department of Science Education, three years as Dean of Faculty of Education, two years as Pro-Vice Chancellor of the University of Cape Coast, and nine years as Principal and foundation Vice Chancellor of the University of Education, Winneba. Kolawole Raheem is the Head of the Centre for School and Community Science and Technology Studies (SACOST) at the Institute for Educational Research and Innovation Studies (IERIS), University of Education, Winneba, Ghana. Ghanaian-born George J. Sefa Dei is Professor of Social Justice Education and Director of the Centre for Integrative Anti-Racism Studies at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). He has written extensively on anti-racism education, minority youth and schooling, Indigenous knowledge, Blackness and Black Indigeneity.

Innehållsförteckning

IntroductionAfricanizing the School Curriculum: Promoting an Inclusive, Decolonial Education in African Contexts: An IntroductionAnthony Afful-Broni, Jophus Anamuah-Mensah, Kolawole Raheem, and George J. Sefa DeiChapter 1. Decolonizing Knowledge in the Bosom of the "Marketplace": Makerere University Scholars in the Age of the National Resistance Movement's Neoliberal Policies (1989–2007)Nakanyike MusisiChapter 2. An Antiracist Education Critique of Curriculum Policy Reform in Postapartheid South AfricaSamiera ZafarChapter 3. Africanizing the Ghanaian Education System: Learning Through the Prism of an Africentric System of ThoughtPatrick RadebeChapter 4. Decolonized Curriculum in Colonized Contexts: Assessing Ghanaian Public Schools' Role in the Decolonization AgendaRichardson Addai-Mununkum and Nyuiemedi Agordzo Edoh-TorgahChapter 5. Indigenous African Philosophies as a Critical Thinking Pedagogical Tool for Schooling and EducationIsaac Nortey Darko, Paul Banahene Adjei, and Chloe WeirChapter 6Spirituality and Self-Care Among Ghanaian Social Workers: Lessons for Africanizing Social Work EducationPaul Banahene Adjei, Isaac Nortey Darko, Sulemana Fuseini, and Abigail Adubea MillsChapter 7. Contextualized Role-Play, Inquiry, and Eco-Management in Teaching Environmental Education in Junior High Schools in GhanaLouis Atsiatorme and Kolawole RaheemChapter 8. Global Anti-Blackness and Resistance: Implications for Educating African LearnersRowena LintonChapter 9. How the Mainstream Media Signified Ben Johnson: A Tale of a Black Canadian Sports Hero Turned Jamaican Villain and the Implications for Black StudentsPatrick RadebeChapter 10. Rethinking Curriculum Through Critical Blackness and African Indigenous Knowledges: A Black Educator's ResponseJanelle Baptiste-BradyEpilogueConnecting Missing Links: A Voice From the DiasporaRukiya MohamedContributorsIndexNOTE: Table of Contents subject to change up until publication date.