Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century :: Post-Millennium Development Goals /
What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education s...
Gespeichert in:
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Netherland :
SensePublishers,
2017.
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes. "Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century provides contemporary reflections from multiple perspectives and re-positions the issue of education at the forefront of the debates on African development."--Lamine Diallo, Associate Professor, Wilfrid Laurier University, Canada "The book is a welcome addition to discourses and analyses on education in sub-Saharan Africa with reference to a postcolonial critique and the Millennium Development Goals framework on education in Africa."--Michael Tonderai Kariwo, PhD, Instructor and Research Fellow, University of Alberta, Canada |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789463009621 9463009620 |
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| 245 | 0 | 0 | |a Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century : |b Post-Millennium Development Goals / |c edited by Edward Shizha and Ngoni Makuvaza. |
| 264 | 1 | |a Netherland : |b SensePublishers, |c 2017. | |
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| 505 | 0 | |a TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; LIST OF TABLES AND FIGURES; TABLES; FIGURE; INTRODUCTION: Re-thinking Education in Postcolonial Sub-Saharan Africa -- Post-Millennium Development Goals; THE STRUCTURE OF THE BOOK; REFERENCES; SECTION I: POST-MILLENNIUM DEVELOPMENT GOALS AND NEW PARADIGMS FOR EDUCATION FOR SUB-SAHARAN AFRICA; 1. POST-MILLENNIUM DEVELOPMENT GOALS IN SUB-SAHARAN AFRICA: Reflections on Education and Development for All; INTRODUCTION; DEVELOPMENT AS A HEGEMONIC PROJECT; EDUCATION AND DEVELOPMENT; THE MDGS AFTER THE ECONOMIC CRISIS OF THE 1980S AND 1990S. | |
| 505 | 8 | |a CHALLENGES TO ACHIEVING UNIVERSAL PRIMARY EDUCATIONDEFINITION AND OPERATIONALISATION OF PRIMARY EDUCATION; CHALLENGES IN MEASURING THE MDG #2; ISSUES IN DATA OF THE MDGS; HOMEGROWN SOLUTIONS TO AFRICAN PROBLEMS; CONCLUSION; REFERENCES; 2. A NEW PARADIGM FOR SUB-SAHARAN AFRICA'S SUSTAINABLE EDUCATION IN THE 21ST CENTURY; INTRODUCTION; THE NATURE OF EDUCATION IN AFRICA; Education During the Colonial Globalisation Epoch; Education in the Postcolonial Globalisation Epoch; Education in the Digital Age Colonial Globalisation Epoch; NEW PARADIGM FOR AFRICA'S EDUCATION. | |
| 505 | 8 | |a MULTIGRADE EDUCATION AS THE NEW PARADIGMSTRUCTURAL AND CULTURAL MEASURES TO IMPLEMENT THE NEW PARADIGM; CONCLUSION; REFERENCES; SECTION II: RELEVANCE OF POSTCOLONIAL EDUCATION; 3. UNPACKING THE RELEVANCE/IRRELEVANCE PROBLEMATIC OF Education IN ZIMBABWE; INTRODUCTION; THE PROBLEMATIC; A CONCEPTUAL FRAMEWORK FOR UNPACKING THE EDUCATION PROBLEMATIC; BENCHMARKS FOR A RELEVANT/QUALITY EDUCATION; A Relevant Philosophy; The Aim/s of Education; Completeness; Literacy and Information and Communication Technology (ICT) competency; CONCLUSION AND RECOMMENDATIONS; REFERENCES. | |
| 505 | 8 | |a 4. COGNITIVE JUSTICE AND INDIGENOUS KNOWLEDGE SYSTEMS IN THE POSTCOLONIAL CLASSROOMINTRODUCTION; THE CONCEPT OF COGNITIVE JUSTICE; POSTMODERNIST THEORETICAL PERSPECTIVE; CONCEPTUALISATION OF INDIGENOUS KNOWLEDGE SYSTEMS; The Cultural Deficit Model; The Cultural Mismatch Model; The 'Culturally Different' Model; COGNITIVE JUSTICE IN THE CONTEXT OF INDIGENOUS KNOWLEDGE SYSTEMS AND MULTICULTURAL EDUCATION; UTILITY OF INDIGENOUS KNOWLEDGE SYSTEMS; RE-THINKING CURRICULUM REFORM IN EDUCATION; CONCLUSION; REFERENCES; 5. RE-THINKING EDUCATION IN POSTCOLONIAL AFRICA: Educating Munhu/Umuntu in Zimbabwe. | |
| 505 | 8 | |a INTRODUCTIONPOSTCOLONIAL THEORY; BACKGROUND TO THE COLONIAL LEGACY; THE NATURE OF POSTCOLONIAL EDUCATION; THE LANGUAGE ISSUE; EDUCATION FOR LIBERATION; CONCLUSION; REFERENCES; 6. PARTISAN POLITICS IN CIVIC EDUCATION: Reflections on the Civic Education Landscape in Zimbabwe; INTRODUCTION; THE LANDSCAPE AND DEBATE ON CIVIC EDUCATION; Benefits and Challenges of Implementing Civic Education in the Curriculum; EDUCATION AS AN IDEOLOGICAL STATE APPARATUS; THE PARTISAN POLITICAL LANDSCAPE IN ZIMBABWE; CIVIC EDUCATION IN ZIMBABWE; Nature of Partisan Civic Education in Zimbabwe; CONCLUSION; NOTE. | |
| 520 | |a What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes. "Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century provides contemporary reflections from multiple perspectives and re-positions the issue of education at the forefront of the debates on African development."--Lamine Diallo, Associate Professor, Wilfrid Laurier University, Canada "The book is a welcome addition to discourses and analyses on education in sub-Saharan Africa with reference to a postcolonial critique and the Millennium Development Goals framework on education in Africa."--Michael Tonderai Kariwo, PhD, Instructor and Research Fellow, University of Alberta, Canada | ||
| 650 | 0 | |a Education |z Africa, Sub-Saharan. | |
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| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
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| 650 | 7 | |a Education and state |2 fast | |
| 651 | 7 | |a Sub-Saharan Africa |2 fast | |
| 700 | 1 | |a Shizha, Edward, |e editor. | |
| 700 | 1 | |a Makuvaza, N., |e editor. | |
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| contents | TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; LIST OF TABLES AND FIGURES; TABLES; FIGURE; INTRODUCTION: Re-thinking Education in Postcolonial Sub-Saharan Africa -- Post-Millennium Development Goals; THE STRUCTURE OF THE BOOK; REFERENCES; SECTION I: POST-MILLENNIUM DEVELOPMENT GOALS AND NEW PARADIGMS FOR EDUCATION FOR SUB-SAHARAN AFRICA; 1. POST-MILLENNIUM DEVELOPMENT GOALS IN SUB-SAHARAN AFRICA: Reflections on Education and Development for All; INTRODUCTION; DEVELOPMENT AS A HEGEMONIC PROJECT; EDUCATION AND DEVELOPMENT; THE MDGS AFTER THE ECONOMIC CRISIS OF THE 1980S AND 1990S. CHALLENGES TO ACHIEVING UNIVERSAL PRIMARY EDUCATIONDEFINITION AND OPERATIONALISATION OF PRIMARY EDUCATION; CHALLENGES IN MEASURING THE MDG #2; ISSUES IN DATA OF THE MDGS; HOMEGROWN SOLUTIONS TO AFRICAN PROBLEMS; CONCLUSION; REFERENCES; 2. A NEW PARADIGM FOR SUB-SAHARAN AFRICA'S SUSTAINABLE EDUCATION IN THE 21ST CENTURY; INTRODUCTION; THE NATURE OF EDUCATION IN AFRICA; Education During the Colonial Globalisation Epoch; Education in the Postcolonial Globalisation Epoch; Education in the Digital Age Colonial Globalisation Epoch; NEW PARADIGM FOR AFRICA'S EDUCATION. MULTIGRADE EDUCATION AS THE NEW PARADIGMSTRUCTURAL AND CULTURAL MEASURES TO IMPLEMENT THE NEW PARADIGM; CONCLUSION; REFERENCES; SECTION II: RELEVANCE OF POSTCOLONIAL EDUCATION; 3. UNPACKING THE RELEVANCE/IRRELEVANCE PROBLEMATIC OF Education IN ZIMBABWE; INTRODUCTION; THE PROBLEMATIC; A CONCEPTUAL FRAMEWORK FOR UNPACKING THE EDUCATION PROBLEMATIC; BENCHMARKS FOR A RELEVANT/QUALITY EDUCATION; A Relevant Philosophy; The Aim/s of Education; Completeness; Literacy and Information and Communication Technology (ICT) competency; CONCLUSION AND RECOMMENDATIONS; REFERENCES. 4. COGNITIVE JUSTICE AND INDIGENOUS KNOWLEDGE SYSTEMS IN THE POSTCOLONIAL CLASSROOMINTRODUCTION; THE CONCEPT OF COGNITIVE JUSTICE; POSTMODERNIST THEORETICAL PERSPECTIVE; CONCEPTUALISATION OF INDIGENOUS KNOWLEDGE SYSTEMS; The Cultural Deficit Model; The Cultural Mismatch Model; The 'Culturally Different' Model; COGNITIVE JUSTICE IN THE CONTEXT OF INDIGENOUS KNOWLEDGE SYSTEMS AND MULTICULTURAL EDUCATION; UTILITY OF INDIGENOUS KNOWLEDGE SYSTEMS; RE-THINKING CURRICULUM REFORM IN EDUCATION; CONCLUSION; REFERENCES; 5. RE-THINKING EDUCATION IN POSTCOLONIAL AFRICA: Educating Munhu/Umuntu in Zimbabwe. INTRODUCTIONPOSTCOLONIAL THEORY; BACKGROUND TO THE COLONIAL LEGACY; THE NATURE OF POSTCOLONIAL EDUCATION; THE LANGUAGE ISSUE; EDUCATION FOR LIBERATION; CONCLUSION; REFERENCES; 6. PARTISAN POLITICS IN CIVIC EDUCATION: Reflections on the Civic Education Landscape in Zimbabwe; INTRODUCTION; THE LANDSCAPE AND DEBATE ON CIVIC EDUCATION; Benefits and Challenges of Implementing Civic Education in the Curriculum; EDUCATION AS AN IDEOLOGICAL STATE APPARATUS; THE PARTISAN POLITICAL LANDSCAPE IN ZIMBABWE; CIVIC EDUCATION IN ZIMBABWE; Nature of Partisan Civic Education in Zimbabwe; CONCLUSION; NOTE. |
| ctrlnum | (OCoLC)983204416 |
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INTRODUCTION: Re-thinking Education in Postcolonial Sub-Saharan Africa -- Post-Millennium Development Goals; THE STRUCTURE OF THE BOOK; REFERENCES; SECTION I: POST-MILLENNIUM DEVELOPMENT GOALS AND NEW PARADIGMS FOR EDUCATION FOR SUB-SAHARAN AFRICA; 1. POST-MILLENNIUM DEVELOPMENT GOALS IN SUB-SAHARAN AFRICA: Reflections on Education and Development for All; INTRODUCTION; DEVELOPMENT AS A HEGEMONIC PROJECT; EDUCATION AND DEVELOPMENT; THE MDGS AFTER THE ECONOMIC CRISIS OF THE 1980S AND 1990S.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">CHALLENGES TO ACHIEVING UNIVERSAL PRIMARY EDUCATIONDEFINITION AND OPERATIONALISATION OF PRIMARY EDUCATION; CHALLENGES IN MEASURING THE MDG #2; ISSUES IN DATA OF THE MDGS; HOMEGROWN SOLUTIONS TO AFRICAN PROBLEMS; CONCLUSION; REFERENCES; 2. A NEW PARADIGM FOR SUB-SAHARAN AFRICA'S SUSTAINABLE EDUCATION IN THE 21ST CENTURY; INTRODUCTION; THE NATURE OF EDUCATION IN AFRICA; Education During the Colonial Globalisation Epoch; Education in the Postcolonial Globalisation Epoch; Education in the Digital Age Colonial Globalisation Epoch; NEW PARADIGM FOR AFRICA'S EDUCATION.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">MULTIGRADE EDUCATION AS THE NEW PARADIGMSTRUCTURAL AND CULTURAL MEASURES TO IMPLEMENT THE NEW PARADIGM; CONCLUSION; REFERENCES; SECTION II: RELEVANCE OF POSTCOLONIAL EDUCATION; 3. UNPACKING THE RELEVANCE/IRRELEVANCE PROBLEMATIC OF Education IN ZIMBABWE; INTRODUCTION; THE PROBLEMATIC; A CONCEPTUAL FRAMEWORK FOR UNPACKING THE EDUCATION PROBLEMATIC; BENCHMARKS FOR A RELEVANT/QUALITY EDUCATION; A Relevant Philosophy; The Aim/s of Education; Completeness; Literacy and Information and Communication Technology (ICT) competency; CONCLUSION AND RECOMMENDATIONS; REFERENCES.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">4. COGNITIVE JUSTICE AND INDIGENOUS KNOWLEDGE SYSTEMS IN THE POSTCOLONIAL CLASSROOMINTRODUCTION; THE CONCEPT OF COGNITIVE JUSTICE; POSTMODERNIST THEORETICAL PERSPECTIVE; CONCEPTUALISATION OF INDIGENOUS KNOWLEDGE SYSTEMS; The Cultural Deficit Model; The Cultural Mismatch Model; The 'Culturally Different' Model; COGNITIVE JUSTICE IN THE CONTEXT OF INDIGENOUS KNOWLEDGE SYSTEMS AND MULTICULTURAL EDUCATION; UTILITY OF INDIGENOUS KNOWLEDGE SYSTEMS; RE-THINKING CURRICULUM REFORM IN EDUCATION; CONCLUSION; REFERENCES; 5. RE-THINKING EDUCATION IN POSTCOLONIAL AFRICA: Educating Munhu/Umuntu in Zimbabwe.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">INTRODUCTIONPOSTCOLONIAL THEORY; BACKGROUND TO THE COLONIAL LEGACY; THE NATURE OF POSTCOLONIAL EDUCATION; THE LANGUAGE ISSUE; EDUCATION FOR LIBERATION; CONCLUSION; REFERENCES; 6. PARTISAN POLITICS IN CIVIC EDUCATION: Reflections on the Civic Education Landscape in Zimbabwe; INTRODUCTION; THE LANDSCAPE AND DEBATE ON CIVIC EDUCATION; Benefits and Challenges of Implementing Civic Education in the Curriculum; EDUCATION AS AN IDEOLOGICAL STATE APPARATUS; THE PARTISAN POLITICAL LANDSCAPE IN ZIMBABWE; CIVIC EDUCATION IN ZIMBABWE; Nature of Partisan Civic Education in Zimbabwe; CONCLUSION; NOTE.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes. 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| geographic | Sub-Saharan Africa fast |
| geographic_facet | Sub-Saharan Africa |
| id | ZDB-4-EDU-ocn983204416 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:14Z |
| institution | BVB |
| isbn | 9789463009621 9463009620 |
| language | English |
| oclc_num | 983204416 |
| open_access_boolean | |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EDU |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | SensePublishers, |
| record_format | marc |
| spelling | Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century : Post-Millennium Development Goals / edited by Edward Shizha and Ngoni Makuvaza. Netherland : SensePublishers, 2017. ©2017 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Includes bibliographical references. Online resource; title from PDF title page (EBSCO, viewed April 24, 2017). TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; LIST OF TABLES AND FIGURES; TABLES; FIGURE; INTRODUCTION: Re-thinking Education in Postcolonial Sub-Saharan Africa -- Post-Millennium Development Goals; THE STRUCTURE OF THE BOOK; REFERENCES; SECTION I: POST-MILLENNIUM DEVELOPMENT GOALS AND NEW PARADIGMS FOR EDUCATION FOR SUB-SAHARAN AFRICA; 1. POST-MILLENNIUM DEVELOPMENT GOALS IN SUB-SAHARAN AFRICA: Reflections on Education and Development for All; INTRODUCTION; DEVELOPMENT AS A HEGEMONIC PROJECT; EDUCATION AND DEVELOPMENT; THE MDGS AFTER THE ECONOMIC CRISIS OF THE 1980S AND 1990S. CHALLENGES TO ACHIEVING UNIVERSAL PRIMARY EDUCATIONDEFINITION AND OPERATIONALISATION OF PRIMARY EDUCATION; CHALLENGES IN MEASURING THE MDG #2; ISSUES IN DATA OF THE MDGS; HOMEGROWN SOLUTIONS TO AFRICAN PROBLEMS; CONCLUSION; REFERENCES; 2. A NEW PARADIGM FOR SUB-SAHARAN AFRICA'S SUSTAINABLE EDUCATION IN THE 21ST CENTURY; INTRODUCTION; THE NATURE OF EDUCATION IN AFRICA; Education During the Colonial Globalisation Epoch; Education in the Postcolonial Globalisation Epoch; Education in the Digital Age Colonial Globalisation Epoch; NEW PARADIGM FOR AFRICA'S EDUCATION. MULTIGRADE EDUCATION AS THE NEW PARADIGMSTRUCTURAL AND CULTURAL MEASURES TO IMPLEMENT THE NEW PARADIGM; CONCLUSION; REFERENCES; SECTION II: RELEVANCE OF POSTCOLONIAL EDUCATION; 3. UNPACKING THE RELEVANCE/IRRELEVANCE PROBLEMATIC OF Education IN ZIMBABWE; INTRODUCTION; THE PROBLEMATIC; A CONCEPTUAL FRAMEWORK FOR UNPACKING THE EDUCATION PROBLEMATIC; BENCHMARKS FOR A RELEVANT/QUALITY EDUCATION; A Relevant Philosophy; The Aim/s of Education; Completeness; Literacy and Information and Communication Technology (ICT) competency; CONCLUSION AND RECOMMENDATIONS; REFERENCES. 4. COGNITIVE JUSTICE AND INDIGENOUS KNOWLEDGE SYSTEMS IN THE POSTCOLONIAL CLASSROOMINTRODUCTION; THE CONCEPT OF COGNITIVE JUSTICE; POSTMODERNIST THEORETICAL PERSPECTIVE; CONCEPTUALISATION OF INDIGENOUS KNOWLEDGE SYSTEMS; The Cultural Deficit Model; The Cultural Mismatch Model; The 'Culturally Different' Model; COGNITIVE JUSTICE IN THE CONTEXT OF INDIGENOUS KNOWLEDGE SYSTEMS AND MULTICULTURAL EDUCATION; UTILITY OF INDIGENOUS KNOWLEDGE SYSTEMS; RE-THINKING CURRICULUM REFORM IN EDUCATION; CONCLUSION; REFERENCES; 5. RE-THINKING EDUCATION IN POSTCOLONIAL AFRICA: Educating Munhu/Umuntu in Zimbabwe. INTRODUCTIONPOSTCOLONIAL THEORY; BACKGROUND TO THE COLONIAL LEGACY; THE NATURE OF POSTCOLONIAL EDUCATION; THE LANGUAGE ISSUE; EDUCATION FOR LIBERATION; CONCLUSION; REFERENCES; 6. PARTISAN POLITICS IN CIVIC EDUCATION: Reflections on the Civic Education Landscape in Zimbabwe; INTRODUCTION; THE LANDSCAPE AND DEBATE ON CIVIC EDUCATION; Benefits and Challenges of Implementing Civic Education in the Curriculum; EDUCATION AS AN IDEOLOGICAL STATE APPARATUS; THE PARTISAN POLITICAL LANDSCAPE IN ZIMBABWE; CIVIC EDUCATION IN ZIMBABWE; Nature of Partisan Civic Education in Zimbabwe; CONCLUSION; NOTE. What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes. "Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century provides contemporary reflections from multiple perspectives and re-positions the issue of education at the forefront of the debates on African development."--Lamine Diallo, Associate Professor, Wilfrid Laurier University, Canada "The book is a welcome addition to discourses and analyses on education in sub-Saharan Africa with reference to a postcolonial critique and the Millennium Development Goals framework on education in Africa."--Michael Tonderai Kariwo, PhD, Instructor and Research Fellow, University of Alberta, Canada Education Africa, Sub-Saharan. Education and state Africa, Sub-Saharan. Éducation Politique gouvernementale Afrique subsaharienne. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education fast Education and state fast Sub-Saharan Africa fast Shizha, Edward, editor. Makuvaza, N., editor. 94-6300-961-2 94-6300-960-4 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1505285 Volltext |
| spellingShingle | Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century : Post-Millennium Development Goals / TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; LIST OF TABLES AND FIGURES; TABLES; FIGURE; INTRODUCTION: Re-thinking Education in Postcolonial Sub-Saharan Africa -- Post-Millennium Development Goals; THE STRUCTURE OF THE BOOK; REFERENCES; SECTION I: POST-MILLENNIUM DEVELOPMENT GOALS AND NEW PARADIGMS FOR EDUCATION FOR SUB-SAHARAN AFRICA; 1. POST-MILLENNIUM DEVELOPMENT GOALS IN SUB-SAHARAN AFRICA: Reflections on Education and Development for All; INTRODUCTION; DEVELOPMENT AS A HEGEMONIC PROJECT; EDUCATION AND DEVELOPMENT; THE MDGS AFTER THE ECONOMIC CRISIS OF THE 1980S AND 1990S. CHALLENGES TO ACHIEVING UNIVERSAL PRIMARY EDUCATIONDEFINITION AND OPERATIONALISATION OF PRIMARY EDUCATION; CHALLENGES IN MEASURING THE MDG #2; ISSUES IN DATA OF THE MDGS; HOMEGROWN SOLUTIONS TO AFRICAN PROBLEMS; CONCLUSION; REFERENCES; 2. A NEW PARADIGM FOR SUB-SAHARAN AFRICA'S SUSTAINABLE EDUCATION IN THE 21ST CENTURY; INTRODUCTION; THE NATURE OF EDUCATION IN AFRICA; Education During the Colonial Globalisation Epoch; Education in the Postcolonial Globalisation Epoch; Education in the Digital Age Colonial Globalisation Epoch; NEW PARADIGM FOR AFRICA'S EDUCATION. MULTIGRADE EDUCATION AS THE NEW PARADIGMSTRUCTURAL AND CULTURAL MEASURES TO IMPLEMENT THE NEW PARADIGM; CONCLUSION; REFERENCES; SECTION II: RELEVANCE OF POSTCOLONIAL EDUCATION; 3. UNPACKING THE RELEVANCE/IRRELEVANCE PROBLEMATIC OF Education IN ZIMBABWE; INTRODUCTION; THE PROBLEMATIC; A CONCEPTUAL FRAMEWORK FOR UNPACKING THE EDUCATION PROBLEMATIC; BENCHMARKS FOR A RELEVANT/QUALITY EDUCATION; A Relevant Philosophy; The Aim/s of Education; Completeness; Literacy and Information and Communication Technology (ICT) competency; CONCLUSION AND RECOMMENDATIONS; REFERENCES. 4. COGNITIVE JUSTICE AND INDIGENOUS KNOWLEDGE SYSTEMS IN THE POSTCOLONIAL CLASSROOMINTRODUCTION; THE CONCEPT OF COGNITIVE JUSTICE; POSTMODERNIST THEORETICAL PERSPECTIVE; CONCEPTUALISATION OF INDIGENOUS KNOWLEDGE SYSTEMS; The Cultural Deficit Model; The Cultural Mismatch Model; The 'Culturally Different' Model; COGNITIVE JUSTICE IN THE CONTEXT OF INDIGENOUS KNOWLEDGE SYSTEMS AND MULTICULTURAL EDUCATION; UTILITY OF INDIGENOUS KNOWLEDGE SYSTEMS; RE-THINKING CURRICULUM REFORM IN EDUCATION; CONCLUSION; REFERENCES; 5. RE-THINKING EDUCATION IN POSTCOLONIAL AFRICA: Educating Munhu/Umuntu in Zimbabwe. INTRODUCTIONPOSTCOLONIAL THEORY; BACKGROUND TO THE COLONIAL LEGACY; THE NATURE OF POSTCOLONIAL EDUCATION; THE LANGUAGE ISSUE; EDUCATION FOR LIBERATION; CONCLUSION; REFERENCES; 6. PARTISAN POLITICS IN CIVIC EDUCATION: Reflections on the Civic Education Landscape in Zimbabwe; INTRODUCTION; THE LANDSCAPE AND DEBATE ON CIVIC EDUCATION; Benefits and Challenges of Implementing Civic Education in the Curriculum; EDUCATION AS AN IDEOLOGICAL STATE APPARATUS; THE PARTISAN POLITICAL LANDSCAPE IN ZIMBABWE; CIVIC EDUCATION IN ZIMBABWE; Nature of Partisan Civic Education in Zimbabwe; CONCLUSION; NOTE. Education Africa, Sub-Saharan. Education and state Africa, Sub-Saharan. Éducation Politique gouvernementale Afrique subsaharienne. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education fast Education and state fast |
| title | Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century : Post-Millennium Development Goals / |
| title_auth | Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century : Post-Millennium Development Goals / |
| title_exact_search | Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century : Post-Millennium Development Goals / |
| title_full | Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century : Post-Millennium Development Goals / edited by Edward Shizha and Ngoni Makuvaza. |
| title_fullStr | Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century : Post-Millennium Development Goals / edited by Edward Shizha and Ngoni Makuvaza. |
| title_full_unstemmed | Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century : Post-Millennium Development Goals / edited by Edward Shizha and Ngoni Makuvaza. |
| title_short | Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century : |
| title_sort | re thinking postcolonial education in sub saharan africa in the 21st century post millennium development goals |
| title_sub | Post-Millennium Development Goals / |
| topic | Education Africa, Sub-Saharan. Education and state Africa, Sub-Saharan. Éducation Politique gouvernementale Afrique subsaharienne. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education fast Education and state fast |
| topic_facet | Education Africa, Sub-Saharan. Education and state Africa, Sub-Saharan. Éducation Politique gouvernementale Afrique subsaharienne. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Education Education and state Sub-Saharan Africa |
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