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001 978-1-4020-5771-7
003 DE-He213
005 20140220084458.0
007 cr nn 008mamaa
008 100301s2010 ne | s |||| 0|eng d
020 _a9781402057717
_9978-1-4020-5771-7
024 7 _a10.1007/978-1-4020-5771-7
_2doi
050 4 _aB5000-5289.2
072 7 _aHPD
_2bicssc
072 7 _aPHI003000
_2bisacsh
082 0 4 _a181
_223
100 1 _aSefa Dei, George J.
_eauthor.
245 1 0 _aTeaching Africa
_h[electronic resource] :
_bTowards a Transgressive Pedagogy /
_cby George J. Sefa Dei.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2010.
300 _aXXVII, 130p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aExplorations of Educational Purpose ;
_v9
505 0 _aHistory as Tool of Colonialism -- Teaching and Learning African History -- The Study of Africa and the African Experience: The Challenge and Possibilities of an Integrative Theory -- Theorizing Africa Beyond Its Boundaries -- Teaching Africa: “Development” and Decolonization -- Reclaiming “Development” Through Indigenity and Indigenous Knowledge -- Indigenous Knowledge! Any One? Pedagogical Possibilities for Anti-colonial Education -- Politicizing the Contemporary Learner: Implications for African Schooling and Education -- Looking to the Future – African-Centred Schooling in Action: Applying Development Discourse to Sustainability, Community Empowerment, and Health Awareness.
520 _aWritten from the perspective of a knowledge base and educational practice that are both African-centred, this volume uses a discursive pedagogy that is anti-colonial in origin. It theorizes colonial – and re-colonial – relations and the implications of imperial structures on knowledge production and use; the understanding of indigenousness; and the pursuit of agency, resistance and subjective politics. Using a refined definition of colonial, less as ‘foreign’ or ‘alien’ but more ‘imposed and dominating’, the author shows us how colonialism is domesticated and how those who have been oppressed by dominant/hegemonic discourses may find it difficult to step out of them, let alone challenge or resist them. The book is a call for a critical interrogation of dominant knowledge about Africa in order to help the contemporary learner come to grips with the challenges and possibilities of knowing about the African world and the African human condition. The author’s anti-colonial discursive platform addresses distorted Eurocentric views of Africa, raises ontological and epistemological questions about teaching methods and methodologies relating to Africa, and highlights knowledge indigenous to Africa. At the same time, it shows what the rest of the world can learn from this knowledge.
650 0 _aPhilosophy (General).
650 0 _aPhilosophy, modern.
650 0 _aEducation
_xPhilosophy.
650 1 4 _aPhilosophy.
650 2 4 _aNon-Western Philosophy.
650 2 4 _aPhilosophy of Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402057700
830 0 _aExplorations of Educational Purpose ;
_v9
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4020-5771-7
912 _aZDB-2-SHU
999 _c109948
_d109948