توسعهٔ تدریس و یادگیری در آفریقا: دیدگاه‌های استعمارزدایی

Developing Teaching and Learning in Africa is a collection of chapters that carry on the topical discussions on indigenous knowledges and western epistemologies. African societies still aspire towards knowledge that is liberatory, enhance critical thinking and decentre Eurocentrism. The contributors explore these decolonial debates as they navigate ways of moving towards epistemic freedom and cognitive justice. Foreword Decolonising Teacher Education in the New Decade Preface Context Developing Teaching in Africa: What about Teacher Education? Culture Impact on Knowledge How Do We Decolonise? Contributors Basic Education Chapter One: Basic Education and Decolonisation in South Africa: Preparing Schools for New Challenges Introduction: The Flight from Barbarism Contexts of Post-apartheid Education Why Decolonisation? Pedagogy Fit for Purpose: Mphahlele on Humanism in Education Ecologies of Knowledge: Eschewing the Dominant Culture Preparing Teachers for Liberatory Teaching Concluding Comments: Confronting Barbarism Chapter Two: Indigenising Mathematics in Schools: Why Ethnomathematics Matters Ethnomathematics Changing the Culture of Teaching Ethnomathematics – A Methodology for Decolonisation Multiculturalism and Ethnomathematics Classrooms Communication in Ethnomathematics Classrooms Connections drawn in Ethnomathematics Classrooms Games as Innovation in Ethnomathematics Classrooms Critical Indigenous Theory and Ethnomathematics Teaching Ethnomathematics South African Policies and the Integration of Indigenous Knowledge in Mathematics Lessons in the Foundation Phase Challenges of Integrating Indigenous Knowledge in the Mathematics Curriculum The Future of Ethnomathematics in South African Schools Conclusion Chapter Three: Decolonising Science: Challenging the South African Classroom through Indigenous Knowledge Systems From the Past to the Present: Demystifying Science Towards IKS Science: A Search for a HumanisingPedagogy African Experiences – Brief Literature Review IKS in Science Classrooms: Aiming at Critical Pedagogy Teacher Expertise and Indigenous Knowledge Systems (IKS) Conclusion Chapter Four: Inclusive Education without Resources: A Policy Approachfor Sub‐Saharan Africa Introduction Disability as Part of Inclusive Education in SSA Countries Human Right Approach and Decolonising Education Develop Individual Strengths and Assets Changing Attitudes and Building an Inclusive Society Conclusion Higher Education Chapter Five: The Dislocated Rural Student: Calls for Decolonisation Introduction Students’ Call for Decolonisation Muted Student Voices in Decolonisation Debates Profiling of Rural Students and Rural Universities Alienation of the Rural Student Understanding the Discourses of the Rural Conclusion ANNEX 1 Chapter Six: Humanising and Decolonising Adult Basic Education and Training (ABET) in South Africa Genesis: Blacks and Adult Education The Night School Movement Critical Pedagogy, Self-Reflection and Adult Learning ABET and Current Education Policies Decolonising ABET Decolonisation through Critical Literacy Conclusion Chapter Seven: Fostering Collective Teacher Efficacy Through Values-Based and Ubuntu-Inspired Leadership: Implications for Decolonisation Getting back to African Values: Solidifying Organisations Values-Based Leadership (VBL) Collective Teacher Efficacy (CTE): What’s Value-Based Leadership (VBL) got to do with it? Leader-follower Relationship based on Ideological Values A Set of Distinguishable Behaviours Integrity Compassion and Sense of Gratitude Humility/ selflessness Accountability and Self-discipline Envisioning and Moral Courage The Path-goal Theory of Leadership in Explaining the Relationships between Values-Based Leadership (VBL) and Collective Teacher Efficacy (CTE) Final Thoughts Chapter Eight: Reflections on Programming in an Afrocentric Distance Education Certificate Programme: A Case Study Introduction The Context of Programming The Certificate Programme (CP) The Context of the Distance Education (Rationale for Problematising Programming in Distance Education) Afrocentricism The Road to Hell is Paved with Good Intentions Discussion: ‘We Make the Road by Walking it’ Conclusion Chapter Nine: Heutagogy, Decolonisation and Rethinking Knowledge: Voices of University Teachers Introduction Brief Literature Review Methods Findings Heutagogy as Liberatory Teaching Heutagogy: Enabling Epistemic Freedom Heutagogy Leading to Rethinking of Teaching and Learning Conclusion New Epistemologiesand Society Chapter Ten: Decolonising Epistemologies: The Paradoxes of a Self-Colonised State Introduction and Background Self-colonisation and Denigration Indigenous Ethiopian Education Marginalisation of Indigenous Knowledge Systems in Ethiopia The Language Dilemma in Ethiopian Education Historicides and Culturecides: The Killing of a Rich Culture The Future of Ethiopian Education Concluding Comments Chapter Eleven: Lost in Translation? Revisiting Language Decolonisation Project in Nigerian Education Introduction Pre-colonial Education Language Postcolonial Education Language Challenges of Language Decolonisation in Nigerian Education Decolonising Nigerian indigenous Languages: Steps taken thus Far and Why They Have Failed Prospect of African Language in Teaching and Learning Conclusion Recommendations Chapter Twelve: Transforming Leadership: Towards the Advancement of Decolonisation and Social Justice Introduction Decolonial Leadership Theory Conscious Leadership, Critical Consciousness and Decolonised Leadership Pan-African Leadership Conclusion Chapter Thirteen: Western Thought and African Presence in Biblical Interpretation Introduction How Western Thought Misled People in Bible Interpretation Defining African and Africans in the New Testament Aigu,ptoj (Egypt/Egyptians) Libuhj (Libya) Aiqioy (Ethiopia/Ethiopians) Niger (Niger) Simon of Cyrene (Matt. 27:32, Mark 14:21, Luke 23:26) The Role of African Interpreters in Teaching and Learning the Bible Conclusion Index