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TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; LIST OF TABLES AND FIGURES; TABLES; FIGURE; INTRODUCTION: Re-thinking Education in Postcolonial Sub-Saharan Africa
Post-Millennium Development Goals; THE STRUCTURE OF THE BOOK; REFERENCES; SECTION I: POST-MILLENNIUM DEVELOPMENT GOALS AND NEW PARADIGMS FOR EDUCATION FOR SUB-SAHARAN AFRICA; 1. POST-MILLENNIUM DEVELOPMENT GOALS IN SUB-SAHARAN AFRICA: Reflections on Education and Development for All; INTRODUCTION; DEVELOPMENT AS A HEGEMONIC PROJECT; EDUCATION AND DEVELOPMENT; THE MDGS AFTER THE ECONOMIC CRISIS OF THE 1980S AND 1990S
CHALLENGES TO ACHIEVING UNIVERSAL PRIMARY EDUCATIONDEFINITION AND OPERATIONALISATION OF PRIMARY EDUCATION; CHALLENGES IN MEASURING THE MDG #2; ISSUES IN DATA OF THE MDGS; HOMEGROWN SOLUTIONS TO AFRICAN PROBLEMS; CONCLUSION; REFERENCES; 2. A NEW PARADIGM FOR SUB-SAHARAN AFRICA'S SUSTAINABLE EDUCATION IN THE 21ST CENTURY; INTRODUCTION; THE NATURE OF EDUCATION IN AFRICA; Education During the Colonial Globalisation Epoch; Education in the Postcolonial Globalisation Epoch; Education in the Digital Age Colonial Globalisation Epoch; NEW PARADIGM FOR AFRICA'S EDUCATION
MULTIGRADE EDUCATION AS THE NEW PARADIGMSTRUCTURAL AND CULTURAL MEASURES TO IMPLEMENT THE NEW PARADIGM; CONCLUSION; REFERENCES; SECTION II: RELEVANCE OF POSTCOLONIAL EDUCATION; 3. UNPACKING THE RELEVANCE/IRRELEVANCE PROBLEMATIC OF EDUATION IN ZIMBABWE; INTRODUCTION; THE PROBLEMATIC; A CONCEPTUAL FRAMEWORK FOR UNPACKING THE EDUCATION PROBLEMATIC; BENCHMARKS FOR A RELEVANT/QUALITY EDUCATION; A Relevant Philosophy; The Aim/s of Education; Completeness; Literacy and Information and Communication Technology (ICT) competency; CONCLUSION AND RECOMMENDATIONS; REFERENCES
4. COGNITIVE JUSTICE AND INDIGENOUS KNOWLEDGE SYSTEMS IN THE POSTCOLONIAL CLASSROOMINTRODUCTION; THE CONCEPT OF COGNITIVE JUSTICE; POSTMODERNIST THEORETICAL PERSPECTIVE; CONCEPTUALISATION OF INDIGENOUS KNOWLEDGE SYSTEMS; The Cultural Deficit Model; The Cultural Mismatch Model; The 'Culturally Different' Model; COGNITIVE JUSTICE IN THE CONTEXT OF INDIGENOUS KNOWLEDGE SYSTEMS AND MULTICULTURAL EDUCATION; UTILITY OF INDIGENOUS KNOWLEDGE SYSTEMS; RE-THINKING CURRICULUM REFORM IN EDUCATION; CONCLUSION; REFERENCES; 5. RE-THINKING EDUCATION IN POSTCOLONIAL AFRICA: Educating Munhu/Umuntu in Zimbabwe
INTRODUCTIONPOSTCOLONIAL THEORY; BACKGROUND TO THE COLONIAL LEGACY; THE NATURE OF POSTCOLONIAL EDUCATION; THE LANGUAGE ISSUE; EDUCATION FOR LIBERATION; CONCLUSION; REFERENCES; 6. PARTISAN POLITICS IN CIVIC EDUCATION: Reflections on the Civic Education Landscape in Zimbabwe; INTRODUCTION; THE LANDSCAPE AND DEBATE ON CIVIC EDUCATION; Benefits and Challenges of Implementing Civic Education in the Curriculum; EDUCATION AS AN IDEOLOGICAL STATE APPARATUS; THE PARTISAN POLITICAL LANDSCAPE IN ZIMBABWE; CIVIC EDUCATION IN ZIMBABWE; Nature of Partisan Civic Education in Zimbabwe; CONCLUSION; NOTE
Post-Millennium Development Goals; THE STRUCTURE OF THE BOOK; REFERENCES; SECTION I: POST-MILLENNIUM DEVELOPMENT GOALS AND NEW PARADIGMS FOR EDUCATION FOR SUB-SAHARAN AFRICA; 1. POST-MILLENNIUM DEVELOPMENT GOALS IN SUB-SAHARAN AFRICA: Reflections on Education and Development for All; INTRODUCTION; DEVELOPMENT AS A HEGEMONIC PROJECT; EDUCATION AND DEVELOPMENT; THE MDGS AFTER THE ECONOMIC CRISIS OF THE 1980S AND 1990S
CHALLENGES TO ACHIEVING UNIVERSAL PRIMARY EDUCATIONDEFINITION AND OPERATIONALISATION OF PRIMARY EDUCATION; CHALLENGES IN MEASURING THE MDG #2; ISSUES IN DATA OF THE MDGS; HOMEGROWN SOLUTIONS TO AFRICAN PROBLEMS; CONCLUSION; REFERENCES; 2. A NEW PARADIGM FOR SUB-SAHARAN AFRICA'S SUSTAINABLE EDUCATION IN THE 21ST CENTURY; INTRODUCTION; THE NATURE OF EDUCATION IN AFRICA; Education During the Colonial Globalisation Epoch; Education in the Postcolonial Globalisation Epoch; Education in the Digital Age Colonial Globalisation Epoch; NEW PARADIGM FOR AFRICA'S EDUCATION
MULTIGRADE EDUCATION AS THE NEW PARADIGMSTRUCTURAL AND CULTURAL MEASURES TO IMPLEMENT THE NEW PARADIGM; CONCLUSION; REFERENCES; SECTION II: RELEVANCE OF POSTCOLONIAL EDUCATION; 3. UNPACKING THE RELEVANCE/IRRELEVANCE PROBLEMATIC OF EDUATION IN ZIMBABWE; INTRODUCTION; THE PROBLEMATIC; A CONCEPTUAL FRAMEWORK FOR UNPACKING THE EDUCATION PROBLEMATIC; BENCHMARKS FOR A RELEVANT/QUALITY EDUCATION; A Relevant Philosophy; The Aim/s of Education; Completeness; Literacy and Information and Communication Technology (ICT) competency; CONCLUSION AND RECOMMENDATIONS; REFERENCES
4. COGNITIVE JUSTICE AND INDIGENOUS KNOWLEDGE SYSTEMS IN THE POSTCOLONIAL CLASSROOMINTRODUCTION; THE CONCEPT OF COGNITIVE JUSTICE; POSTMODERNIST THEORETICAL PERSPECTIVE; CONCEPTUALISATION OF INDIGENOUS KNOWLEDGE SYSTEMS; The Cultural Deficit Model; The Cultural Mismatch Model; The 'Culturally Different' Model; COGNITIVE JUSTICE IN THE CONTEXT OF INDIGENOUS KNOWLEDGE SYSTEMS AND MULTICULTURAL EDUCATION; UTILITY OF INDIGENOUS KNOWLEDGE SYSTEMS; RE-THINKING CURRICULUM REFORM IN EDUCATION; CONCLUSION; REFERENCES; 5. RE-THINKING EDUCATION IN POSTCOLONIAL AFRICA: Educating Munhu/Umuntu in Zimbabwe
INTRODUCTIONPOSTCOLONIAL THEORY; BACKGROUND TO THE COLONIAL LEGACY; THE NATURE OF POSTCOLONIAL EDUCATION; THE LANGUAGE ISSUE; EDUCATION FOR LIBERATION; CONCLUSION; REFERENCES; 6. PARTISAN POLITICS IN CIVIC EDUCATION: Reflections on the Civic Education Landscape in Zimbabwe; INTRODUCTION; THE LANDSCAPE AND DEBATE ON CIVIC EDUCATION; Benefits and Challenges of Implementing Civic Education in the Curriculum; EDUCATION AS AN IDEOLOGICAL STATE APPARATUS; THE PARTISAN POLITICAL LANDSCAPE IN ZIMBABWE; CIVIC EDUCATION IN ZIMBABWE; Nature of Partisan Civic Education in Zimbabwe; CONCLUSION; NOTE