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• W36778906 abstract "The issues raised in this paper (presented in June 2001 at UCLA in partial satisfaction of a graduate course requirement) address a preliminary African centered approach to the question of indigenous African education and knowledge in contemporary society, and thus: calls for critical discourse regarding its utility; suggest that indigenous African theoretical and philosophical discussion should consider an Afrocentric focus; discuss how indigenous African education and knowledge and how it should work to resurrect itself from invisibility in the history of education; there is a need for a critical corrective theory in African education; acknowledge that education and knowledge existed in Africa before Islamic or Western schooling; the story of indigenous and modern African education and knowledge should not remain dormant in untrue assumptions; provides examples of the usefulness of indigenous knowledge via Nigeria (Opata 1998); suggest that there is a need for new lines of communication between schooling and indigenous education; examines via Semali (1999) the distinctions between indigenous African knowledge and other forms of knowledge and the obstacles to its implementation; review the question of African writing history; wherein misconception prevails that Africa was not familiar with literature and art before contact with the Western world; list the many scripts in Africa as examples of a literary tradition; acknowledge that in the arena of science and technology historically and presently, Africa is generally unrecognized or extremely discounted; there is a myth that an indigenous scientific or technological community did not exist in traditional African society which illustrates the complexity of the modern struggle for African science concerning articulation, cultural ethos and scientific principles; there is a need for a full investigation of the history of African science and science education; Africa and African education need a critical examination of its mission, goals and objectives that moves beyond the questions of select donor agencies and narrow national issues; African education needs a critical theory to extract the best of indigenous African thought and practice; and in conclusion, this work outlines some ideas for developing a critical African education theory, and a progressive Pan African agenda via the directional insight of the philosophy of the African Renaissance movement and the African Union." @default.
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• W36778906 date "2006-01-01" @default.
• W36778906 modified "2023-09-22" @default.
• W36778906 title "Critical Indigenous African Education and Knowledge" @default.
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