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Traditional Values and Local Community in the Formal Educational System in Senegal
This book explores the discourse of traditional values and local practices within the formal educational system in Senegal, investigating how these cultural elements are present in the daily life of the community and integrated into formal schools and teaching. Studying the integration of concepts such as Jom (hard work, pride, dignity), Kersa (decency), Fule (self-respect), Mun (endurance), Teranga (hospitality), Kal (kinship), and Suture (Protection), it looks at how values are used, perceived and understood within communities, as well as their positive and negative connotations in the postcolonial context. Based on long-term participant education and utilizing a critical auto-ethnography ...
From Enron to Evo
Throughout the Americas, a boom in oil, gas, and mining development has pushed the extractive frontier deeper into Indigenous territories. Centering on a long-term study of Enron and Shell’s Cuiabá pipeline, From Enron to Evo traces the struggles of Bolivia’s Indigenous peoples for self-determination over their lives and territories. In his analysis of their response to this encroaching development, author Derrick Hindery also sheds light on surprising similarities between neoliberal reform and the policies of the nation’s first Indigenous president, Evo Morales. Drawing upon extensive interviews and document analysis, Hindery argues that many of the structural conditions created by n...
The Palgrave Handbook of African Education and Indigenous Knowledge
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.
Note de conjoncture
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Bwa Yo
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Education for Values
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Languages and Education in Africa
The theme of this book cuts across disciplines. Contributors to this volume are specialized in education and especially classroom research as well as in linguistics, most being transdisciplinary themselves. Around 65 sub-Saharan languages figure in this volume as research objects: as means of instruction, in connection with teacher training, language policy, lexical development, harmonization efforts, information technology, oral literature and deaf communities. The co-existence of these African languages with English, French and Arabic is examined as well. This wide range of languages and subjects builds on recent field work, giving new empirical evidence from 17 countries: Botswana, Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, Mozambique, Niger, Nigeria, Senegal, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe, as well as to transnational matters like the harmonization of African transborder languages. As the Editors – a Norwegian social scientist and a Norwegian linguist, both working in Africa – have wanted to give room for African voices, the majority of contributions to this volume come from Africa.
African records
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