Teaching Africa [recurso electrónico] : Towards a Transgressive Pedagogy / by George J. Sefa Dei.
Tipo de material: TextoSeries Explorations of Educational Purpose ; 9Editor: Dordrecht : Springer Netherlands, 2010Descripción: XXVII, 130p. online resourceTipo de contenido: text Tipo de medio: computer Tipo de portador: online resourceISBN: 9781402057717Tema(s): Philosophy (General) | Philosophy, modern | Education -- Philosophy | Philosophy | Non-Western Philosophy | Philosophy of EducationFormatos físicos adicionales: Printed edition:: Sin títuloClasificación CDD: 181 Clasificación LoC:B5000-5289.2Recursos en línea: Libro electrónicoTipo de ítem | Biblioteca actual | Colección | Signatura | Copia número | Estado | Fecha de vencimiento | Código de barras |
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Libro Electrónico | Biblioteca Electrónica | Colección de Libros Electrónicos | B5000 -5289.2 (Browse shelf(Abre debajo)) | 1 | No para préstamo | 370673-2001 |
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B108 -5802 Honoré Fabri and the Concept of Impetus: A Bridge between Paradigms | B108 -5802 Socratic, Platonic and Aristotelian Studies: Essays in Honor of Gerasimos Santas | B108 -5802 Moses Mendelssohn's Metaphysics and Aesthetics | B5000 -5289.2 Teaching Africa | B5000 -5289.2 Dao Companion to Neo-Confucian Philosophy | B5000 -5289.2 The Renaissance of Confucianism in Contemporary China | B53 Philosophy and Engineering: |
History 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.
Written 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.
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