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Pan-Africanism and Education by Kenneth J. King Pdf
This is an analysis of the complex links between Black America and Africa in the period of 1880 to 1945. It examines an extended white attempt to pattern politics and education in colonial Africa upon the example of the U.S. South. This export of United States race relations to Africa was resisted by Black intellectuals in the United States and many of the early nationalists in Africa. At another level, the study offers an original account of the parallel and related development of the education systems of the U.S. South and Kenya, revealing in both spheres the essentially political nature of African and Black American education. Through extensive research in Black colleges, philanthropic foundations, and Christian missions, a wealth of new material has been collated also on early pan-African politicians, Black missionaries to Africa, and African students in the United States.
This book makes a critical contribution to the study of pan-Africanism and the education of African people for continental African citizenship. It is a unique endeavor in that it intersects the social history of pan-Africanism and the education of African people at a 'global' level and provides reflections from a multidisciplinary perspective on the urgency for continental pan-Africanism educational system in order to produce a more renascent African for the twenty-first century. Arguing that Pan-African Education is a mass-based educational system that will ‘craft’ a pan-African African personality, John Marah calls for integrated African school systems and curriculum changes conducive to larger social integration and institutionalized pan-African educational processes. The establishments of pan-African Teachers Colleges; intensive language institutes; pan-African literature courses; the training of African military and police forces; the use of music, sports, media and other extra-curricular activities (the hidden curriculum), etc.; are viewed as essential aspects in the socialization of a pan-African character or personality. Pan-African Education is an essential read for students and scholars of Pan-Africanism, African and Africana Studies, and Black Studies.
Contending that African educational institutions, especially those designed for the achievement and maintenance of African unity, will not fail, this text describes and explains the perpetuation of the concept of African unity through education and how to materialize that unity.
Pan-Africanism and Education by Kenneth J. King Pdf
This is an analysis of the complex links between Black America and Africa in the period of 1880 to 1945. It examines an extended white attempt to pattern politics and education in colonial Africa upon the example of the U.S. South. This export of United States race relations to Africa was resisted by Black intellectuals in the United States and many of the early nationalists in Africa. At another level, the study offers an original account of the parallel and related development of the education systems of the U.S. South and Kenya, revealing in both spheres the essentially political nature of African and Black American education. Through extensive research in Black colleges, philanthropic foundations, and Christian missions, a wealth of new material has been collated also on early pan-African politicians, Black missionaries to Africa, and African students in the United States.
Re-Visioning Education in Africa by Emefa J. Takyi-Amoako,N'Dri Thérèse Assié-Lumumba Pdf
This book presents the case for a conceptual and pragmatic revolution of Africa’s formal educational systems. Using the context of Ubuntu-inspired education, the authors explore innovative ways to tackle the challenges faced by governments from the local and national level and beyond. Along the way, the editors and their contributors examine important policy questions to encourage fresh thinking on ways to improve the educational system and, in turn, to buoy the development of the region as a whole.
Education for Renaissance in Africa by Raphael J. Njoroge Pdf
The African continent is in the midst of a renaissance of monumental proportions... ...As a result, the dawn of the new millennium constitutes an exciting period of change and opportunity for all those interested in the future evolution of the African continent and its peoples (Schraeder, P.J. African Politics and Society (2000: 2) President Thabo Mbeki of South Africa, the current Chairman of the African Union, is being associated in a special way with the concept of African renaissance. Mbeki's notion of renaissance is fundamentally "African political renewal and economic regeneration" (Ajulu, R. 2001 in Review of African Political Economy Vol. 24 No. l 87, February: 27-42) The concept of African renaissance, which is in vogue in political and academic circles, encapsulates a vision of rebirth of Africa as the African peoples come to terms with the challenges of the 21st. century. It is a vision that eschews the dictatorships, economic mismanagement, suppression of the civil society and ascendancy of state monopoly of power that have hitherto characterized the operations of post-independence African governments. It is a vision that rejects, according to the Constitutive Act of the African Union, the policy of tolerating in its membership those African leaders who obtain power in their countries undemocratically, unlike the toleration of dictators that characterized the Organization of African Unity, the predecessor of the African Union. This book aims at being part of that vision, and that is why its title is Education for Renaissance in Africa. It aims at showing the centrality of education in the achievement of that vision. Indeed it is obvious to all that African renaissance is primarily a mental achievement or simply an educational achievement. If we are to contribute anything to the political or economic order for the development of Africa we must have acquired certain kinds of knowledge and attitudes that involve commitment to our goals as prerequisites for any action that can change society. However, it is the contention of this book that education for the renaissance of Africa must not be haphazard. It must be conceptualized in a manner that lays foundations for its effective working in the practical order. The philosophy of education envisaged here has to be liberating, characterized by creativity and social commitment, which presupposes social consciousness. Here we define the notions of liberation, creativity and social consciousness, and strives to situate these concepts within a historical trajectory that not only includes Africa but other parts of the world as well. We have tried to show the suppression of African subjectivity during the colonial period with the result that liberation, creativity and social consciousness were inhibited in both the educational and other spheres of life. We argue that humans are radically free and that they need not succumb to this kind of socialization, which has tended to negate their subjectivity. We note in particular that Kenyan educational commissioners have been cognizant of the harm that was done to African subjectivity by the colonial and missionary experience. We also consider to what extent, if any, the philosophy of education as an academic discipline has prepared teachers for the challenging task of making education liberating, creative, and imbued with social consciousness. We suggest ways in which the training of teachers can best fulfill these worthy goals of education. We address the nature of social consciousness, which we consider to be central to the learner's involvement in development of his or her country. We have endeavored to discuss the minimal and heroic forms of consciousness as exemplified in such leaders as Martin Luther King, Mahatma Gandhi, and leaders of African liberation struggle. An attempt is made to come to terms with diversity in social consciousness and to seek ways of living on the basis of unity in diversity
One is always struck by the brilliant work of George Sefa Dei but nothing so far has demonstrated his pedagogical leadership as much as the current project. With a sense of purpose so pure and so thoroughly intellectual, Dei shows why he must be credited with continuing the motivation and action for justice in education. He has produced in this powerful volume, Teaching Africa, the same type of close reasoning that has given him credibility in the anti-racist struggle in education. Sustaining the case for the democratization of education and the revising of the pedagogical method to include Indigenous knowledge are the twin pillars of his style. A key component of this new science of pedagogy is the crusade against any form of hegemonic education where one group of people assumes that they are the masters of everyone else. Whether this happens in South Africa, Canada, United States, India, Iraq, Brazil, or China, Dei’s insights suggest that this hegemony of education in pluralistic and multi-ethnic societies is a false construction. We live pre-eminently in a world of co-cultures, not cultures and sub-cultures, and once we understand this difference, we will have a better approach to education and equity in the human condition.
We are an African People by Russell John Rickford Pdf
Introduction : Education, Black Power, and the Radical Imagination -- Community Control and the Struggle for Black Education in the 1960s -- Black Studies and the Politics of "Relevance"--The Evolution of Movement Schools -- African Restoration and the Promise and Pitfalls of Cultural Politics -- The Maturation of Pan African Nationalism -- The Black University and the "Total Community"--The End of Illusions -- Epilogue : Afrocentrism and the Neoliberal Ethos
Pan-Africanism: Political Philosophy and Socio-Economic Anthropology for African Liberation and Governance by Kini-Yen Kinni Pdf
This Book is the outcome of a long project begun thirty years ago. It is a book on the makings of pan-Africanism through the predicaments of being black in a world dominated by being white. The book is a tribute and celebration of the efforts of the African-American and African-Caribbean Diaspora who took the initiative and the audacity to fight and liberate themselves from the shackles of slavery. It is also a celebration of those Africans who in their own way carried the torch of inspiration and resilience to save and reconstruct the Free Humanism of Africa. As a story of the rise from the shackles of slavery and poverty to the summit of Victors of their Renaissance Identity and Self-Determination as a People, the book is the story of African refusal to celebrate victimhood. The book also situates women as central actors in the Pan-African project, which is often presented as an exclusively masculine endeavour. It introduces a balanced gender approach and diagnosis of the Women actors of Pan-Africanism which was very much lacking. The problem of balkanisation of Africa on post-colonial affiliations and colonial linguistic lines has taken its toll on Africas building of its common identity and personality. The result is that Africans are more remote to each other in their pigeon-hole-nation-states which put more restrictions for African inter-mobility, coupled by education and cultural affiliations, the communication and transportation and trading networks which are still tied more to their colonial masters than among themselves. This book looks into the problem of the new wave of Pan-Africanism and what strategies that can be proposed for a more participatory Pan-Africanism inspired by the everyday realities of African masses at home and in the diaspora. This book is the first book of its kind that gives a comprehensive and multidimensional coverage of Pan-Africanism. It is a very timely and vital compendium.
The Palgrave Handbook of African Education and Indigenous Knowledge by Jamaine M. Abidogun,Toyin Falola Pdf
This handbook explores the evolution of African education in historical perspectives as well as the development within its three systems–Indigenous, Islamic, and Western education models—and how African societies have maintained and changed their approaches to education within and across these systems. African education continues to find itself at once preserving its knowledge, while integrating Islamic and Western aspects in order to compete within this global reality. Contributors take up issues and themes of the positioning, resistance, accommodation, and transformations of indigenous education in relationship to the introduction of Islamic and later Western education. Issues and themes raised acknowledge the contemporary development and positioning of indigenous education within African societies and provide understanding of how indigenous education works within individual societies and national frameworks as an essential part of African contemporary society.
Pan–Africanism: Exploring the Contradictions by William B. Ackah Pdf
What does it mean to be an African today? Starting from that question the author takes the reader on a fascinating intellectual journey into the realm of Pan-African thought and practice. Moving from Africa to North America to Europe, the text insightfully explores the pre-occupations of black elite, in the three continents, exploring their shared visions and also their conflicting interests. Tackling thought provoking issues in politics, cultural identity, and economic development, the book provides the reader with a refreshing, jargon free insight into relations between Africa and the African Diaspora. A must read for anyone interested in politics, identity and development in Africa and the African Diaspora.
Engaging the African Diaspora in K-12 Education by Kia Caldwell,Emily Chávez Pdf
Engaging the African Diaspora in K-12 Education provides in-service and pre-service teachers with valuable information and resources related to African diaspora communities in the United States, Europe, and Latin America. This unique anthology fills an important gap in current pedagogical and curricular publications by combining the writings of leading scholars of the African diaspora with practical, hands-on tips and resources from middle and high school teachers and administrators. Drawing on cutting-edge academic scholarship, chapters of the book address topics such as the transatlantic slave trade, slavery in Latin America, the Haitian Revolution, the U.S. Civil Rights Movement, Pan-Africanism, Black German Studies, and literature and art by Black women in the diaspora. In addition, Engaging the African Diaspora in K-12 Education includes chapters on anti-racist education, use of the performing arts to teach African American history, and critical reflections by several middle and high school teachers on practices they have adopted to increase their students' exposure to the African diaspora in the classroom.
Pan-Africanism: Political Philosophy and Socio-Economic Anthropology for African Liberation and Governance by Kini-Yen Kinni Pdf
This Book is the outcome of a long project begun thirty years ago. It is a book on the makings of pan-Africanism through the predicaments of being black in a world dominated by being white. The book is a tribute and celebration of the efforts of the African-American and African-Caribbean Diaspora who took the initiative and the audacity to fight and liberate themselves from the shackles of slavery. It is also a celebration of those Africans who in their own way carried the torch of inspiration and resilience to save and reconstruct the Free Humanism of Africa. As a story of the rise from the shackles of slavery and poverty to the summit of Victors of their Renaissance Identity and Self-Determination as a People, the book is the story of African refusal to celebrate victimhood. The book also situates women as central actors in the Pan-African project, which is often presented as an exclusively masculine endeavour. It introduces a balanced gender approach and diagnosis of the Women actors of Pan-Africanism which was very much lacking. The problem of balkanisation of Africa on post-colonial affiliations and colonial linguistic lines has taken its toll on Africas building of its common identity and personality. The result is that Africans are more remote to each other in their pigeon-hole-nation-states which put more restrictions for African inter-mobility, coupled by education and cultural affiliations, the communication and transportation and trading networks which are still tied more to their colonial masters than among themselves. This book looks into the problem of the new wave of Pan-Africanism and what strategies that can be proposed for a more participatory Pan-Africanism inspired by the everyday realities of African masses at home and in the diaspora. This book is the first book of its kind that gives a comprehensive and multidimensional coverage of Pan-Africanism. It is a very timely and vital compendium.
