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Contemporary Issues in African Sciences and Science Education
In this careful articulation of science, the editors provide an intellectual marriage of Indigenous science and science education in the African context as a way of revising schooling and education. They define science broadly to include both the science of the natural/physical/biological and the ‘science of the social’. It is noted that the current policy direction of African education continues to be a subject of intense intellectual discussion. Science education is very much at the heart of much current debates about reforming African schooling. Among the ways to counter-vision contemporary African education this book points to how we promote Indigenous science education to improve up...
Indigenist African Development and Related Issues
There is no term so heavily contested in social science literature/nomenclature than ‘Development’. This book brings Indigenous perspectives to African develop¬ment. It is argued that contrary to development as we know it not working, a greater part of the problem is that conventional development approaches that work have in fact not truly been followed to the letter and hence the quagmire. All this is ironic since everything we do about our world is development. So, how come there is “difficult knowledge” when it comes to learning from what we know, i.e., what local peoples do and have done for centuries as a starting point to recon¬structing and reframing ‘development’? In ge...
Techniques of Expression
Pryce adds a new dimension to this whole package by exposing readers to the holes in students report writing by demonstrating tangible examples in the area of conference report writing techniques, and summary writing. The Editorial Board International Journal of educational Research and Development (IJERD) The Institute for Educational Development and Extension (IEDE) University of Education, Winneba P. O. Box 25, Winneba Tel: (0) 3323 22 046, (0) 3323 22 497 Email: iede@uew.edu.gh
The Embodiment and Transmission of Ghanaian Kete Royal Dance
The Kete dance form, once exclusive to royal courts, carries intricate movements, symbolic gestures, and rhythms that mirror Ghanaian history and values. It embodies storytelling, often depicting tales of bravery, unity, or significant historical events. These dances were traditionally reserved for specific occasions within the royal setting, symbolizing prestige, honor, and tradition. With the passage of time, the transmission of Kete royal dance has transcended its original palace context, finding its way into academic domains. Universities and cultural institutions now extend the legacies of this dance form and even act as custodians of this art form, where scholars, dancers, and enthusia...
Daily Graphic
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Basic Education beyond the Millennium Development Goals in Ghana
Expansion of basic education in Ghana was unprecedented and brought the country to the forefront in education in Africa. The report provides analysis, lessons and policy options to developing a post-MDG strategic agenda for basic education.
Africana Social Stratification
This study seeks to critically examine the field and function of social stratification, with emphasis on Africana phenomena. Phrased another way, this edited volume attempts to study and focus on who gets what and why, with regard to resources and structural application of support. The John Henrik Clarke query is who made this arrangement of leadership in America. Moreover, serving as a reference, this study will assist researchers in contextualizing and thematically examining the structural and resource allocation of disparity exhibited toward Africana people. This manuscript of essays is the first its kind. This study incorporates an interdisciplinary scope to examine the concept of Africana Social Stratification in the subject areas of: history, political science, economics, Africana Studies, and social policy.
“Pan” Africa Rising
This book uses Nigeria’s Afri-capitalist and South Africa’s Ubuntu Business models as case studies that reconcile the tension between Africa Rising and Pan African economics, presenting their convergence as Africa’s viable Third Way route to global development. In presenting Afri-capitalism and Ubuntu Business as national, business sector manifestations of a “new” Pan Africanism, the author explores Africa’s “culturalist” path in engaging the international political economy. This is an African customized engagement that parallels the alternative models of China’s “market-socialism” and Latin America’s “21st C Socialism”. All present alternatives to realist, liberal, and structuralist standpoints, inclining instead toward constructivist political economies derived from the perspectives and subject conditions of African economic histories, socio-cultures, alternative modernities, and agent-led initiatives.
Translation Revisited
How realistic is it to expect translation to render the world intelligible in a context shaped by different historical trajectories and experiences? Can we rely on human universals to translate through the unique and specific webs of meaning that languages represent? If knowledge production is a kind of translation, then it is fair to assume that the possibility of translation has largely rested on the idea that Western experience is the repository of these human universals against the background of which different human experiences can be rendered intelligible. The problem with this assumption, however, is that there are limits to Western claims to universalism, mainly because these claims ...
Indigenous Philosophies of Education Around the World
This volume explores conceptualizations of indigeneity and the ways that indigenous philosophies can and should inform educational policy and practice. Beginning with questions and philosophies of indigeneity itself, the volume then covers the indigenous philosophies and practices of a range of communities—including Sami, Maori, Walpiri, Navajo and Kokama peoples. Chapter authors examine how these different ideals can inform and create meaningful educational experiences for communities that reflect indigenous ways of life. By applying them in informing a philosophy of education that is particular and relevant to a given indigenous community, this study aims to help policy makers and educational practitioners create meaningful educational experiences.
