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Books on the topic 'African indigenous education'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Abidogun, Jamaine M., and Toyin Falola, eds. The Palgrave Handbook of African Education and Indigenous Knowledge. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38277-3.

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2

Kruss, Glenda. Adult education and transformation: The case of African indigenous churches in South Africa. [S.l: The Author], 1992.

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3

Hilliard, Asa G. African power: Affirming African indigenous socilization in the face of the culture wars. Gainesville, Fla: Makare Pub., 2002.

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4

Mosha, R. Sambuli. The heartbeat of indigenous Africa: A study of the Chagga educational system. New York: Falmer Press, 1999.

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5

Raum, Otto Friedrich. Chaga childhood: A description of indigenous education in an East African tribe. Hamburg: LIT, 1996.

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6

Daun, Holger. Childhood learning and adult life: The functions of indigenous, Islamic and western education in an African context. Stockholm: Institute of International Education, Stockholm University, 1992.

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7

East African Symposium on Music Education (1st 2005 Kenyatta University). Refocusing indigenous music in music education: Proceedings of the East African Symposium on Music Education : held at Kenyatta University, May 16th-18th 2005. Nairobi, Kenya: Dept. of Music and Dance, Kenyatta University and Emak Music Services, 2005.

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8

Ezeanya-Esiobu, Chika. Indigenous Knowledge and Education in Africa. Singapore: Springer Nature, 2019.

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9

Ezeanya-Esiobu, Chika. Indigenous Knowledge and Education in Africa. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6635-2.

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10

Ocitti, Jakayo Peter. An introduction to indigenous education in East Africa. Germany: Institute for International Cooperation of the German Adult Education Association, 1994.

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11

Goduka, Ivy. Izangoma: Educators as cultural awakeners and healers : indiginizing education in the democratic South Africa. Lanham, MD: University Press of America, 2000.

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12

The role of indigeneous music in modern African education: A Uganda and East African setting. Kampala, Uganda: Pelican Publishers Ltd, 2011.

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13

Ocitti, Jakayo Peter. An introduction to indigenous education in Sub-Saharan Africa: A select annotated bibliography. Hague, the Netherlands: Centre for the Study of Education in Developing Countries, 1992.

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14

Indigenising social work in Africa. Accra: Ghana Universities Press, 2007.

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15

Gumbo, Mishack Thiza. Decolonization of Technology Education: African Indigenous Perspectives. Lang AG International Academic Publishers, Peter, 2020.

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16

Gumbo, Mishack T. Decolonization of Technology Education: African Indigenous Perspectives. Lang AG International Academic Publishers, Peter, 2020.

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17

African Science Education: Gendering Indigenous Knowledge in Nigeria. Taylor & Francis Group, 2018.

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18

Falola, Toyin. The Palgrave Handbook of African Education and Indigenous Knowledge. Palgrave Macmillan, 2020.

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19

Moore, Sally Falk, and O. F. Raum. Chaga Childhood: A Description of Indigenous Education in an East African Tribe. Boydell & Brewer, Limited, 1997.

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20

Serving The Common Good: A Postcolonial African Perspective On Higher Education (Society and Politics in Africa). Peter Lang Publishing, 2005.

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21

Solomon-Henry, Gale. African indigenous knowledges and education: Implications for youth of African descent and Black focused schools in Toronto. 2006.

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22

Taieb, S. Decolonizing Indigenous Education: An Amazigh/Berber Ethnographic Journey. Palgrave Macmillan, 2014.

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23

Taieb, S. Decolonizing Indigenous Education: An Amazigh/Berber Ethnographic Journey. Palgrave Macmillan, 2014.

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24

Ezeanya-Esiobu, Chika. Indigenous Knowledge and Education in Africa. Springer, 2019.

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25

Omaswa, Francis, and Nigel Crisp. Introduction to Part 4: Making the best use of all the talents. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780198703327.003.0011.

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Chapter 11 discusses the greatest shortage in Africa—skilled health workers. It provides the background in terms of numbers, distribution, and migration of health workers, and goes on to describe some of the imaginative solutions that health leaders in Africa and elsewhere have developed to tackle these shortages. It sets the scene for the following chapters in which African health leaders describe how they have dealt with these issues, whilst developing services and professional education in tandem. It concludes with a short chapter on Indigenous Knowledge Systems.

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26

Odora-Hoppers, Catherine A. Indigenous knowledge systems. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780198703327.003.0015.

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Chapter 15 describes the tensions that exist between Western scientific approaches and Indigenous Knowledge Systems. It illustrates the way in which traditional knowledge of, for example, herbal medicines, has a potentially very high economic value and describes how this can be developed in partnership between local and global interests. It also covers the author’s role as Professor of Development Education in creating a new interdisciplinary field of study, which strengthens the role of Indigenous Knowledge Systems in the social and economic development of Africa and opens out new ways of seeing the world and acting to improve it.

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27

Indigenous Discourses on Knowledge and Development in Africa. Routledge, 2013.

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28

Bâ, Amadou Hampâté. Amkoullel, the Fula Boy. Translated by Jeanne Garane. Duke University Press, 2021. http://dx.doi.org/10.1215/9781478021490.

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Born in 1900 in French West Africa, Malian writer Amadou Hampâté Bâ was one of the towering figures in the literature of twentieth-century Francophone Africa. In Amkoullel, the Fula Boy, Bâ tells in striking detail the story of his youth, which was set against the aftermath of war between the Fula and Toucouleur peoples and the installation of French colonialism. A master storyteller, Bâ recounts pivotal moments of his life, and the lives of his powerful and large family, from his first encounter with the white commandant through the torturous imprisonment of his stepfather and to his forced attendance at French school. He also charts a larger story of life prior to and at the height of French colonialism: interethnic conflicts, the clash between colonial schools and Islamic education, and the central role indigenous African intermediaries and interpreters played in the functioning of the colonial administration. Engrossing and novelistic, Amkoullel, the Fula Boy is an unparalleled rendering of an individual and society under transition as they face the upheavals of colonialism.

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29

Uzo, Uchenna, and Abel Kinoti Meru. Indigenous Management Practices in Africa: A Guide for Educators and Practitioners. Emerald Publishing Limited, 2018.

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30

Uzo, Uchenna, and Abel Kinoti Meru. Indigenous Management Practices in Africa: A Guide for Educators and Practitioners. Emerald Publishing Limited, 2018.

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31

Uzo, Uchenna, and Abel Kinoti Meru. Indigenous Management Practices in Africa: A Guide for Educators and Practitioners. Emerald Publishing Limited, 2018.

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32

van Rooy, Bertus. English in South Africa. Edited by Markku Filppula, Juhani Klemola, and Devyani Sharma. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.017.

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South African English (SAfE) traces its roots to the 1820 British settlers. From here, it spread to the descendants of Indian indentured labourers, who later shifted to English as home language. English diffused as second language to the indigenous African population and speakers of Afrikaans, and today occupies an important position as language of government, education, business, and the media. SAfE has borrowed vocabulary from Afrikaans, ancestral Indian languages, and in recent years also from other South African languages. Phonetically, SAfE has raised front vowels, the short front /i/ has allophones that range from high front in KIN to centralized in PIN, and a back vowel realization of START. Non-native varieties display various degrees of vowel contrast reduction. The modal must is used more extensively than in other varieties of English, while Black SAfE also uses the progressive aspect for a wider timespan than just temporariness.

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33

Dip, Kapoor, and Shizha Edward, eds. Indigenous knowledge and learning in Asia/Pacific and Africa: Perspectives on development, education, and culture. New York: Palgrave Macmillan, 2010.

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34

Kapoor, D., and E. Shizha. Indigenous Knowledge and Learning in Asia/Pacific and Africa: Perspectives on Development, Education, and Culture. Palgrave Macmillan, 2010.

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35

Zack, Naomi. Introduction. Edited by Naomi Zack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190236953.013.61.

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The philosophy of race, progressively understood, is new to academic philosophy, although figures in the canon, including Hume, Kant, Nietzsche, and Hegel, expressed and influenced scientific ideas of human races in terms that would today be considered racist. Changes in the biological and social sciences and historical anti-oppression movements during the twentieth century led first to African American philosophy and today more broadly to the philosophy of race. This volume contains leading twenty-first-century thought in this new philosophical subfield, including the following: ideas of race in the history of philosophy; pluralistic historical ideas of race from Indigenous, Latin American, and Asian American traditions; philosophy of science and race; ideas of race in American philosophy and continental philosophy; racism and neo-racism; race as social construction; contemporary social issues in education, medicine, sports, IQ testing, and police profiling; public policy, law, and political philosophy; and race and gender.

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36

Pádua, Karla Cunha. A formação intercultural em narrativas de professores/as indígenas: Um estudo na aldeia Muã Mimatxi. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-87836-32-4.

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A pioneira nos estudos sobre a influência das palavras africanas no português do Brasil é a etnolinguista, baiana, Professora Doutora Yeda Pessoa de Castro.Ela, ao longa dos últimos sessenta anos ,vem sempre “dando trela” às línguas africanas do grupo banto. Devido ao fato de nutrir grande admiração pela pesquisadora, resolvi investir numa pesquisa particular em dicionários e/ou glossários (1889-2006) para apresentar a “certidão de nascimento” de algumas palavras africanas que ao longo de pouco mais de um século estão ainda presentes na oralidade e na escrita de africanos e afro-brasileiros. In an increasingly diverse and plural world, the narratives of Pataxó indigenous teachers presented in A formação intercultural em narrativas de professores/as indígenas: um estudo na aldeia Muã Mimatxi reveal us particular ways of reflecting upon education, school and formation which can teach us a lot. The participants of the first FIEI course offered by UFMG - Intercultural Formation of Indigenous Teachers - belong to the Muã Mimatxi village located in Itapecerica, in the west-center region of Minas Gerais State; these teachers provide meaningful lessons on how to deal with cultural differences. Difference is seen as a resource to be incorporated and resignified, depending on the relations with the principles that rule their culture. This graduation course has not only benefited the collective life but it has also helped to revitalize the school, which is the central place of community life. Some of the pedagogical tools learned at the FIEI became meaningful to this group of teachers. Among them, we point out the so called project “Percursos Academicos”, a socio-ecological calendar and the idea of inter culturality. The ways such elements were appropriated and recontextualized have helped us to understand their particular conceptions of the world and the central role the school plays in their lives and in their future life projects.

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37

Ayres-Bennett, Wendy, and Helena Sanson, eds. Women in the History of Linguistics. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.001.0001.

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Women in the History of Linguistics is a ground-breaking investigation into women’s contribution to the description, analysis, and codification of languages across a wide range of different linguistic and cultural traditions. The volume innovates notably in looking beyond Europe to Africa, Australia, Asia, and North America, offering a systematic and comparative approach to a subject that has not yet received the scholarly attention it deserves. In view of women’s often limited educational opportunities in the past, their impact is examined not only within traditional and institutional contexts, but also in more domestic and less public realms. A wide range of spheres of activity is therefore explored, including the production of grammars, dictionaries, philological studies, critical editions, and notes and reflections on the nature of language and writing systems, as well as women’s contribution to the documentation and maintenance of indigenous languages, language teaching and acquisition methods, language debates, language use, and policy. Attitudes towards women’s language—both positive and negative—that regularly shape the linguistic description and analysis are explored, as well as metalinguistic texts specifically addressed to them as readers. Women in the History of Linguistics is intended for all scholars and students interested in the history of linguistics, the history of women, and the intersection between language and gender.

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