| Western Education and Political Domination in Africa: A Study in Critical and Dialogical Pedagogy Contributor(s): Bassey, Magnus O. (Author) |
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ISBN: 089789622X ISBN-13: 9780897896221 Publisher: Praeger OUR PRICE: $94.05 Product Type: Hardcover - Other Formats Published: October 1999 Annotation: The contribution of Western education to the creation of an African-educated elite is well documented. What is not equally well documented is the fact that African-educated elites have used their education and the schools to perpetuate their dominance by denying the poor the knowledge necessary to protect their political and economic rights and to advance in society. On the other hand, educated elites in Africa make opportunities available to their own members through selective ordering, legitimization of certain language forms and learning processes in schools, and legitimization of elite codes and experiences to the exclusion of the histories, experiences, and worldviews of the poor. This book highlights the processes by which the poor in Africa have been disenfranchised and marginalized through schools' ascriptive mechanisms, and explains why African economic development is very slow. |
| Additional Information |
| BISAC Categories: - Social Science | Ethnic Studies - General - History | Africa - General - Political Science | Comparative Politics |
| Dewey: 379.6 |
| LCCN: 99012712 |
| Lexile Measure: 1640 |
| Physical Information: 0.74" H x 6.38" W x 9.62" (1.08 lbs) 184 pages |
| Themes: - Cultural Region - African |
| Descriptions, Reviews, Etc. |
| Publisher Description: The contribution of Western education to the creation of an African-educated elite is well documented. What is not equally well documented is the fact that African-educated elites have used their education and the schools to perpetuate their dominance by denying the poor the knowledge necessary to protect their political and economic rights and to advance in society. On the other hand, educated elites in Africa make opportunities available to their own members through selective ordering, legitimization of certain language forms and learning processes in schools, and legitimization of elite codes and experiences to the exclusion of the histories, experiences, and worldviews of the poor. This book highlights the processes by which the poor in Africa have been disenfranchised and marginalized through schools' ascriptive mechanisms, and explains why African economic development is very slow. |