Indigenist african development and related issues : towards a transdisciplinary perspective /

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There is no term so heavily contested in social science literature/nomenclature than 'Development'. This book brings Indigenous perspectives to African development. It is argued that contrary to development as we know it not working, a greater part of the problem is that conventional devel...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Asabere-Ameyaw, Akwasi (Editor ), Anamuah-Mensah, J. (Editor ), Dei, George J. Sefa (George Jerry Sefa), 1954- (Editor ), Raheem, Kolawole (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Rotterdam : Sense, 2014.
Colección:Anti-colonial educational perspectives for transformative change.
Temas:
Education > Social aspects > Africa.
Economic development > Effect of education on > Africa.
Economic development > Social aspects > Africa.
Ethnoscience > Africa.
Développement économique > Effets de l'éducation sur > Afrique.
Ethnosciences > Afrique.
POLITICAL SCIENCE > Public Policy > Cultural Policy.
SOCIAL SCIENCE > Anthropology > Cultural.
SOCIAL SCIENCE > Popular Culture.
Economic development > Effect of education on
Economic development > Social aspects
Education > Social aspects
Ethnoscience
Africa
onderwijs
education
Education (General)
Onderwijs (algemeen)
Acceso en línea:Texto completo
Tabla de Contenidos:
  • TABLE OF CONTENTS
  • ACKNOWLEDGEMENTS
  • INTRODUCTION INDIGENIST AFRICAN DEVELOPMENT AND RELATED ISSUES FROM A TRANSDISCIPLINARY PERSPECTIVE: An Introduction
  • INTRODUCTION
  • REFERENCES
  • 1. RE-THINKING DEVELOPMENT AND GROWTH THEORIES FOR AFRICA: Issues in the 21 st Century?
  • INTRODUCTION
  • FAILED DEVELOPMENT?
  • IDENTIFYING THE PROBLEM AND INTERROGATING THE LITERATURE
  • SETTING THE DEVELOPMENT AGENDA
  • CONCLUSION
  • REFERENCES
  • 2. THE COLONIALITY OF DEVELOPMENT: Reframing South-South Co-Operation and Resistance
  • INTRODUCTION
  • THEORETICAL FRAMINGS
  • WHAT ARE WE CONNECTING FOR? THE NEED FOR ANTI-COLONIAL STRUGGLE. EXAMPLES IN THE PAST AND PRESENT
  • GOING FORWARD: CHALLENGES
  • GOING FORWARD: POSSIBILITIES
  • POSSIBLE SOLUTIONS
  • Reimagining the University
  • Reimagining Transfer
  • The Diaspora: Meeting Its Challenges
  • ACKNOWLEDGMENTS
  • REFERENCES
  • 3. ME TO WE: Unpacking the Realities of White Privilege in Development Praxis
  • INTRODUCTION
  • REFERENCES
  • 4. WHY TEACH SOCIAL STUDIES FROM A GLOBAL AND MULTICULTURAL PERSPECTIVE?
  • INTRODUCTION
  • CONCEPTUALIZATIONS
  • GLOBALIZATION OF KNOWLEDGE AND CULTURESGLOBAL AND MULTICULTURAL PERSPECTIVES
  • MULTICULTURAL EDUCATION
  • GLOBAL AND MULTICULTURAL EDUCATION
  • THE GOALS OF GLOBAL AND MULTICULTURAL EDUCATION
  • CONCLUSION
  • REFERENCES
  • 5. IMPROVING EDUCATION STANDARDS IN AFRICA: The Place of the University of Education
  • INTRODUCTION
  • SEEDS OF CONCERNS AROUND EDUCATION STANDARDS IN AFRICA
  • CONCEPTUALIZING UNIVERSITIES OF EDUCATION
  • PLACE OF UNIVERSITIES OF EDUCATION IN IMPROVING EDUCATIONAL STANDARDS
  • CURRICULUM RESEARCH
  • EDUCATIONAL POLICY DEVELOPMENT AND PLANNINGTEACHER EDUCATION AND TRAINING
  • CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS
  • RESEARCH AND DEVELOPMENT
  • COMMUNITY SERVICE AND EDUCATION EXTENSION
  • EMPOWERING UNIVERSITIES OF EDUCATION
  • CONCLUSIONS
  • REFERENCES
  • 6. THE CONTRIBUTIONS OF CONTINUOUS ASSESSMENT TO THE IMPROVEMENT OF STUDENTSâ€? LEARNING OF SCHOOL SCIENCE: A Case of Ghana
  • INTRODUCTION
  • THE PRACTICE OF QUALITY CONTINUOUS ASSESSMENT
  • THE ROLE OF INDIGENOUS AFRICAN CONCEPT OF EDUCATION
  • TEACHERS AS EDUCATORS AND ASSESSORS
  • Science Teachersâ€? Purposes of Continuous Assessment PracticesLearning Outcomes Assessed by Science Teachers
  • RATING OF TEACHERSâ€? ASSESSMENT PRACTICE
  • Interview Results
  • CURRICULUM AND POLICY DOCUMENTS
  • CONCLUSION
  • REFERENCES
  • 7. ENHANCING SCIENTIFIC LITERACY OF THE AFRICAN LEARNER: Possibilities and Challenges
  • INTRODUCTION
  • Socio-Cultural Characteristics of Learners
  • LANGUAGE PROFICIENCY AND SCIENCE LEARNING
  • ATTITUDE AND SCIENCE LEARNING
  • PERCEPTIONS OF LEARNERS AS A BARRIER TO SCIENCE ACHIEVEMENT

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