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Books on the topic 'African traditional education'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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1

Kigongo, J. K. Ethical values in African traditional education. [Uganda?: s.n.], 1990.

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2

Dickson, Kwesi A. Prohibitions: A study in African traditional education. Accra: Macmillan Publishers in association with Unimax Publishers, 1995.

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3

Lamle, Elias Nankap. Essentials of traditional education in Nigeria: A synthetic model. Jos, Nigeria: Designed and produced by Crossroads Media Services, 1996.

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4

Basic text on West African traditional religion for higher education. [Akunlemu, Oyo state, Nigeria: Immaculate-City Publishers, 2001.

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5

Traditional African education: Its significance to current educational practices with special reference to Zimbabwe. Gweru, Zimbabwe: Mambo Press, 2012.

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6

Gill, Walter. A common sense guide to non-traditional urban education. Nashville, Tenn: James C. Winston Publishing Co., Inc., 1998.

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7

African Luo ethnic traditional religion and Bible translation: Mission, education, and theology. Berlin: Viademica, 2006.

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8

Slaughter-Defoe, Diana T. Black educational choice: Assessing the private and public alternatives to traditional K-12 public schools. Santa Barbara, Calif: Praeger, 2011.

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9

The Uganda martyrs and the need for appropriate role models in adolescents' moral formation: As seen from the traditional African education. Zürich: Lit, 2012.

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10

Wendland, Ernst R. Sewero!: Christian drama and the drama of Christianity in Africa: on the genesis and genius of Chinyanja radio plays in Malawi, with special reference to Trans World Radio and African traditional religion. Zomba, Malawi: Kachere Series, 2005.

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11

Wendland, Ernst R. Sewero!: Christian drama and the drama of Christianity in Africa : on the genesis and genius of Chinyanja radio plays in Malawi, with special reference to Trans World Radio and African traditional religion. Zomba, Malawi: Kachere Series, 2005.

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12

1938-, Szanton David L., ed. First find your child a good mother: The construction of self in two African communities. New Brunswick, N.J: Rutgers University Press, 1992.

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13

Adéṣuyì, V. A. Orisa tradition, education, children and youth. Ile-Ife, Nigeria: Hosanna Printers, 1998.

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14

Hill, Susan. The traditionally black institutions of higher education, 1860 to 1982. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, For sale by the Supt. of Docs., U.S. G.P.O., 1985.

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15

Hill, Susan. The traditionally black institutions of higher education, 1860 to 1982. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Imporvement, National Center for Education Statistics, 1985.

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16

Jacobs, Maude Henley. The enslavement of Blacks by religiosity and tradition: A plea for education. Pittsburgh, Pa: Dorrance Pub. Co., 1994.

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17

Sifuna, D. N. Western traditions and the status of the teaching profession in Africa. [Nairobi]: Kenyatta University, 1990.

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18

Eisemon, Thomas Owen. Private initiatives and traditions of state control in higher education in Sub-Saharan Africa. New York: World Bank, 1992.

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19

Rosa Margarida de Carvalho Rocha. Pedagogia da diferença: A tradição oral africana como subsídio para a prática pedagógica brasileira. Belo Horizonte, MG: Nandyala, 2009.

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20

Bass, Patrik Henry. In our own image: Treasured African-American traditions, journeys, and icons. Philadelphia: Running Press, 2001.

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21

The African American moral tradition as a resource for leadership education: Developing ethical leaders for America. Lewiston, NY: Edwin Mellen Press, 2009.

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22

Vivre et savoir en Afrique: Essai sur l'éducation orale en yoruba. Paris, France: Harmattan, 2000.

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23

editor, Bearth Thomas, ed. African languages in global society: Papers read at the Symposium "Text in context: African languages between orality and scripturality" : University of Zurich, October 18-20, 2001 = Les langues africaines à l'heure de la mondialisation : communications présentées au symposium "Textes en contexte : langue et écrit face a l'oralité africaine" = Lugha za Kiafrika kwenye enzi ya utandawazi : Makala zilizotolewa kwenye kongamano "Matini katika muktadha: lugha za Kiafrika kati ya kusemwa na kuandikwa". Cologne: Rudiger Köppe Verlag, 2009.

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24

The oral history and literature of the Wolof people of Waalo, northern Senegal: The master of the word (griot) in the Wolof tradition. Lewiston, N.Y: E. Mellen Press, 1995.

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25

Mariapolis Piero (Kenya). Centre of Inculturation., ed. Education in traditional Africa: Aspects of African culture. Nairobi: Opus Mariae-Focolare, 2006.

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26

A, Simalenga John, ed. African traditional religions: Theological education by extension. Nairobi, Kenya: Evangel Pub. House, 2001.

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27

Mgutshini, Tennyson, Kunle Oparinde, and Vaneshree Govender, eds. Covid-19: Interdisciplinary Explorations of Impacts on Higher Education. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201195.

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Premised on the disruption and lessons learnt from the Covid-19 pandemic, and in meticulous response to the impact of the pandemic on higher education – especially in South Africa – this collection of chapters spotlights the effects, consequences, and ramifications of an unprecedented pandemic in the areas of knowledge production, knowledge transfer and innovation. With the pandemic, the traditional way of teaching and learning was completely upended. It is within this context that this book presents interdisciplinary perspectives that focus on what the impact of Covid-19 implies for higher education institutions. Contributors have critically reflected from within their specific academic disciplines in their attempt to proffer solutions to the disruptions brought to the South African higher education space. Academics and education leaders have particularly responded to the objective of this book by focusing on how the academia could tackle the Covid-19 motivated disruption and resuscitate teaching, research, and innovation activities in South African higher education, and the whole of Africa by extension.
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28

Ashby, Eric. African Universities and Western Tradition. Harvard University Press, 2013.

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29

Cloete, Nico, Tracy Bailey, and Peter Maassen. Universities and Economic Development in Africa. African Minds, 2011. http://dx.doi.org/10.47622/9781920355807.

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Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.
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30

Education in Africa: Between tradition and modernity. Paris: United Nations Educational, Scientific and Cultural Organisation, 1989.

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31

Education in Africa: Between tradition and modernity. Paris: UNESCO, 1991.

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32

M, Payne Charles, and Strickland Carol Sills, eds. Teach freedom: Education for liberation in the African-American tradition. New York: Teachers College Press, 2008.

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33

Religious Education in the African American Tradition: A Comprehensive Introduction. Chalice Press, 2007.

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34

M, Payne Charles, and Strickland Carol Sills, eds. Teach freedom: Education for liberation in the African-American tradition. New York: Teachers College Press, 2008.

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35

Children of Their Fathers: Growing Up Among the Ngoni of Malawi. Waveland Press, 1987.

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36

Cloete, Nico, Johann Mouton, and Charles M. Sheppard. Doctoral Education in South Africa. African Minds, 2015. http://dx.doi.org/10.47622/9781928331001.

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Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book.The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously.
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37

O, Oketch Moses, and Amutabi M. N, eds. Studies in lifelong learning in Africa: From ethnic traditions to technological innovations. Lewiston, N.Y: E. Mellen Press, 2009.

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38

O, Oketch Moses, and Amutabi M. N, eds. Studies in lifelong learning in Africa: From ethnic traditions to technological innovations. Lewiston, N.Y: E. Mellen Press, 2009.

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39

O, Oketch Moses, and Amutabi M. N, eds. Studies in lifelong learning in Africa: From ethnic traditions to technological innovations. Lewiston, N.Y: E. Mellen Press, 2009.

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40

O, Oketch Moses, and Amutabi M. N, eds. Studies in lifelong learning in Africa: From ethnic traditions to technological innovations. Lewiston, N.Y: E. Mellen Press, 2009.

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41

Studies in lifelong learning in Africa: From ethnic traditions to technological innovations. Lewiston, N.Y: E. Mellen Press, 2009.

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42

Native Colonialism: Education and the Economy of Violence Against Traditions in Ethiopia. Africa World Press, 2017.

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43

Bank, Leslie, Nico Cloete, and François van Schalkwyk. Anchored in Place: Rethinking the university and development in South Africa. African Minds, 2018. http://dx.doi.org/10.47622/9781928331759.

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Tensions in South African universities have traditionally centred around equity (particularly access and affordability), historical legacies (such as apartheid and colonialism), and the shape and structure of the higher education system. What has not received sufficient attention, is the contribution of the university to place-based development. This volume is the first in South Africa to engage seriously with the place-based developmental role of universities. In the international literature and policy there has been an increasing integration of the university with place-based development, especially in cities. This volume weighs in on the debate by drawing attention to the place-based roles and agency of South African universities in their local towns and cities. It acknowledges that universities were given specific development roles in regions, homelands and towns under apartheid, and comments on why sub-national, place-based development has not been a key theme in post-apartheid, higher education planning. Given the developmental crisis in the country, universities could be expected to play a more constructive and meaningful role in the development of their own precincts, cities and regions. But what should that role be? Is there evidence that this is already occurring in South Africa, despite the lack of a national policy framework? What plans and programmes are in place, and what is needed to expand the development agency of universities at the local level? Who and what might be involved? Where should the focus lie, and who might benefit most, and why? Is there a need perhaps to approach the challenges of college towns, secondary cities and metropolitan centers differently? This book poses some of these questions as it considers the experiences of a number of South African universities, including Wits, Pretoria, Nelson Mandela University and especially Fort Hare as one of its post-centenary challenges.
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44

Golemon, Larry Abbott. Clergy Education in America. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780195314670.001.0001.

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This book explores the first 150 years of how pastors, priests, rabbis were educated in the United States. These clerical and professions were educated to lead in both religious and public life—specifically through cultural production in five social arenas: the family, the congregation or parish, schools, voluntary associations, and publishing. Protestants, Roman Catholics, and Jews established distinct traditions of graduate theological education during this period of development. These schools placed theological and rabbinical disciplines within liberal arts pedagogies that emphasized the formation of character, interdisciplinary reasoning, and the oratorical performance of their professions. Other schools followed for women religious leaders, African-Americans, and working-class whites that built upon these traditions and often streamlined them more toward Biblical reasoning and vocational skills. All of these traditions of theological rabbinical and populist education were transformed by the rise of the modern research university—first in Germany, then in America. Most Protestant seminaries, Jewish rabbinical schools, and many Catholic seminaries were re-aligned to with the modern university to some degree, while populist Bible and mission schools reacted against them. The result was to limit the professional performance of pastors, priests, and rabbis on religious leadership or higher education at the expense of the other historic social arenas in which they once lead. The book ends with an exploration of how best practices from this period of develop theological and rabbinical education might restore a balance of educating clergy for both religious and public life.
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45

Brown, Jeannette. African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.001.0001.

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Dr. Marie Maynard Daly received her PhD in Chemistry from Columbia University in 1947. Although she was hardly the first of her race and gender to engage in the field, she was the first African American woman to receive a PhD in chemistry in the United States. In this book, Jeannette Brown, an African American woman chemist herself, will present a wide-ranging historical introduction to the relatively new presence of African American women in the field of chemistry. It will detail their struggles to obtain an education and their efforts to succeed in a field in which there were few African American men, much less African American women. The book contains sketches of the lives of African America women chemists from the earliest pioneers up until the late 1960's when the Civil Rights Acts were passed and greater career opportunities began to emerge. In each sketch, Brown will explore women's motivation to study the field and detail their often quite significant accomplishments. Chapters focus on chemists in academia, industry, and government, as well as chemical engineers, whose career path is very different from that of the tradition chemist. The book concludes with a chapter on the future of African American women chemists, which will be of interest to all women interested in science.
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46

Affirmative Action and West Indian Intellectual Tradition. Original World Press, 2004.

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47

The Emergence of African American Literacy Traditions: Family and Community Efforts in the Nineteenth Century. Praeger Publishers, 2004.

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48

Moss, Beverly J. A Community Text Arises: A Literate Text and a Literacy Tradition in African-American Churches (Language & Social Processes.). Hampton Press, 2002.

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49

A Community Text Arises: A Literate Text and a Literacy Tradition in African-American Churches (Language & Social Processes.) (Language & Social Processes.). Hampton Press, Incorporated, 2002.

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50

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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