New handbook explores the problem of irrelevant curriculum in Africa
“Education in African countries is largely unproductive; it enlightens by distancing and estranging Africans from their life circumstances”.
This is one of the conclusions in a new handbook of African Educational Theories and Practices. It raises fundamental issues about the need to re-conceptualize education and its goals in the African context.
A monumental piece
This monumental piece of work – almost 600 pages – covers nine thematic sections in thirty-six chapters, mobilizing forty-four contributors from sixteen different countries.
The handbook is prepared by UNESCO Chair of for Special Needs Education Professor Emeritus and Honorary Dean Therese Mungah Shalo TCHOMBE and her colleague Professor A. Bame Nsamenang.
They both work in universities in Cameroon.
‘Brainwashing’ in Africa
“The book breaks new ground in its efforts to address the challenge of kutiwa kasumba that has been Africa’s burden since the colonization of the continent and since its assimilation of western education. Kutiwa kasumba is a Kiswahili term that can best be translated as ‘brainwashing,” writes Pay Obanya in the foreword.
He is a renowned African educationist and former director of UNESCO’s Regional Office for Education in Africa, located in Dakar Senegal.
The handbook can be downloaded free of charge from the Human Development Resource Center’s web site (www.thehdrc.org).
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