Teaching Africa

1. Front Matter

   Pages i-xxvii

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2. History as Tool of Colonialism

   • George J Sefa Dei

   Pages 1-13

3. Teaching and Learning African History

   • George J Sefa Dei

   Pages 14-30

4. The Study of Africa and the African Experience: The Challenge and Possibilities of an Integrative Theory

   • George J Sefa Dei

   Pages 31-44

5. Theorizing Africa Beyond Its Boundaries

   • George J Sefa Dei

   Pages 45-58

6. Teaching Africa: “Development” and Decolonization

   • George J Sefa Dei

   Pages 59-69

7. Reclaiming “Development” Through Indigenity and Indigenous Knowledge

   • George J Sefa Dei

   Pages 70-85

8. Indigenous Knowledge! Any One? Pedagogical Possibilities for Anti-colonial Education

   • George J Sefa Dei

   Pages 86-103

9. Politicizing the Contemporary Learner: Implications for African Schooling and Education

   • George J Sefa Dei

   Pages 104-113

10. Looking to the Future – African-Centred Schooling in Action: Applying Development Discourse to Sustainability, Community Empowerment, and Health Awareness

    • George J Sefa Dei

    Pages 114-124

11. Back Matter

    Pages 129-130

    PDF

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.

• Africa
• African-Centred Epistemologies
• Colonialism
• Curriculum
• Indigenity
• Pedagogy
• Teaching
• anti-colonial
• education
• experience
• knowledge
• politics

• Ontario Institute for Studies in, University of Toronto, Toronto, Canada

  George J. Sefa Dei

Policies and ethics