Advertisement

Teaching Africa: “Development” and Decolonization

Chapter
Part of the Explorations of Educational Purpose book series (EXEP, volume 9)

Abstract

Challenging the pervasive position of the Western expert – the Africanist – as a long-standing literal and metaphoric figure, this discussion invites readers to transcend this power relationship. The chapter attempts to reframe the power dynamics by inviting the reader to consider development as an African-centred process of coming to power, knowledge, and identity.

Keywords

Challenging the Africanist Knowledge formation Teaching Power dynamics Claiming power African knowledges Indigeneity Development Decolonization Identity formation 

References

  1. Abagi, O. (2005) The Role of the School in Africa in the Twenty-First Century: Coping with Forces of Changes. In Abdi, A. and Cleghorn, A. (Eds.) Issues in African Education: Sociological Perspectives (pp. 297–316). New York: Palgrave Macmillan.Google Scholar
  2. Abdi, A., K. Puplampu, and G. J. S. Dei (Eds.) (2006) African Education and Globalization: Critical Perspectives. Lanham, M.D: Lexington Books.Google Scholar
  3. Ake, C. (1982) Social Science as Imperialism: A Theory of Political Development. Ibaden: Ibaden University Press.Google Scholar
  4. Black, J. K. (1991) Development in Theory and Practice: Bridging the Gap. Boulder, CO: Westview Press.Google Scholar
  5. Chabal, P. (1996) The African Crisis: Context and Interpretation. In Werbner, R. and Ranger, T. (Eds.) Postcolonial Identities in Africa (pp. 29–54). London: Zed Books.Google Scholar
  6. Dei, G. J. S. (1999). Interview with Jennifer Kelly. Aurora Online. http://aurora.icaap.org/talks/dei.html.
  7. Escobar, A. (1994) Encountering Development: The Making and Unmaking of the Third World. Princeton: Princeton University Press.Google Scholar
  8. Fanon, F. (1967) The Wretched of the Earth. New York: Grove Press.Google Scholar
  9. Foucault, M. (1972) The Archeology of Knowledge. Sheridan Smith, A. M. (Trans.). New York: Pantheon Books.Google Scholar
  10. Freire, P. (1970) Pedagogy of the Oppressed. New York: Continuum.Google Scholar
  11. Kom, A. (2005) Redesigning Africa. Codesria Bulletin, (1 and 2), 12–16.Google Scholar
  12. Loomba, A. (1998) Colonialism/postcolonialism. New York: Routledge.Google Scholar
  13. Mama, A. (1995) Enslaving the Soul of the Other. In Mama, A. (Ed.) Beyond the Masks: Race, Gender and Subjectivity (pp. 17–42). London: Routledge.Google Scholar
  14. Martey, J. J. M. (2005) The Challenges of University Governance. Codesria Bulletin, (nos 1 and 2), 16–20.Google Scholar
  15. Munck, R. (1999) Deconstructing Development Discourses: Of Impasses, Alternatives and Politics. In Munck, R. and O’Hearn, D. (Eds.) Critical Development Theory: Contributions to the New Paradigm (pp. 195–209). London: Zed Books.Google Scholar
  16. Ocitti, J. P. (1973) African Indigenous Education: As Practiced by The Acholi of Uganda. Nairobi: East African Literature Bureau.Google Scholar
  17. Rodney, W. (1972) How Europe Underdeveloped Africa. Washington, D. C: Howard University Press.Google Scholar
  18. Sardar, Z. (1999) Development and the Location of Eurocentrism. In Munck, R. and O’Hearn, D. (Eds.) Critical Development Theory: Contributions to the New Paradigm (pp. 44–61). London: Zed Books.Google Scholar
  19. Smith, L. T. (1999) Decolonising Methodologies. London: Zed Books.Google Scholar
  20. Tucker, V. (1999) The Myth of Development: A Critique of Eurocentric Discourse. In Munck, R. and O’Hearn, D. (Eds.) Critical Development Theory: Contributions to the New Paradigm (pp. 1–26). London: Zed Books.Google Scholar
  21. wa Thiong’o, N. (1986) Decolonising the Mind. New York: Heinemann.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.University of Toronto, Ontario Institute for Studies in Education (OISE)TorontoCanada

Personalised recommendations