Dissertations / Theses: 'African traditional education'

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Ondego, Joseph Odongo. "African Luo ethnic traditional religion and Bible translation mission, education and theology." Berlin Viademica-Verl, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2841177&prov=M&dok_var=1&dok_ext=htm.

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Diame, Maguette. "Traditional Culture and Educational Success in Senegal, West Africa." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11518.

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xi, 112 p.
This thesis explores the effects of: 1) traditional values, 2) parental involvement, and 3) poverty on student performance. Instead of regarding tradition and poverty as obstacles, this paper argues that they can play a positive role in improving the educational quality. This thesis draws on interviews in three communities with administrators, teachers, students, parents, and elders. They show that traditional culture plays an important role in ensuring student motivation, but it is not clear which aspects of tradition will be incorporated into the curriculum, and by whom. My work also shows that parental involvement in schools is largely limited to fund-raising, and there is demand for more engagement. Finally, this project reveals that poverty is a double edge sword: it contributes to the school drop-out problem but also can serve as a tremendous source of personal motivation for students who want to help improve the economic condition of their families.
Committee in charge: Dennis Galvan, Chairperson; Stephen Wooten, Member; Kathie Carpenter, Member

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Walker, Vera Louise. "Traditional versus new media : storytelling as pedagogy for African-American children /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008464.

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Trimble, Meridee Jean. "Non-traditional study abroad| African American collegiate women navigating service learning in Indonesia." Thesis, Hampton University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10092253.

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This qualitative study explored the experiences of African American collegiate women during a service learning program to the non-traditional study abroad location of Indonesia. The Integrated Model of College Choice, Human Capital Theory, and Experiential Learning Theory formulated the conceptual model and theoretical framework undergirding this research endeavor. The literature review comprised a discussion of non-traditional study abroad locations, study abroad trends of underrepresented groups, navigation of the study abroad decision process, and service learning as a study abroad option. Four research questions explored participants’ descriptions of the experience, social and cultural challenges encountered, changes and learning outcomes achieved, and recommendations for improvement. The findings from individual interviews, a focus group, and a document review yielded four emergent themes, including the development of transnational competence, personal growth and transformation, service learning programmatic considerations, and diversity perspectives.

Conclusions of this study indicated that transnational competence was developed by interacting and communicating through a language barrier and gaining exposure to different social and cultural norms, living conditions, religious beliefs, and educational system. Adaptability, flexibility, empathy, respect, and appreciation were achieved learning outcomes and contributed to the development of a global skill set helping students navigate cross-cultural dynamics.

Students’ articulation of preparedness, a broadened worldview, and the desire for future international endeavors demonstrated that a short-term service learning study abroad opportunity yielded transnational competence. Students’ experiences of diversity abroad highlighted the relative absence of African American collegiate women from the study abroad landscape in a non-traditional location. The higher education apparatus has a role in reversing the trend of low African American college student participation in study abroad by addressing programmatic considerations, including the provision of more information, improved program planning, and the availability of financing. Creating an institutional culture in which international education is a strategic priority, expectation, and norm can develop students’ transnational competence and positions African American students more competitively for academic and professional success in a globalized world.

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Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.

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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.

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Swift, Andrew. "Negotiating modern and traditional discourses of HIV/AIDS in a rural South African community: school impact and personal cost." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11840.

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Includes abstract.
Includes bibliographical references (leaves 81-84).
The study assessed two broad types of HIV/AIDS narrative, namely ‘traditional’ and ‘modern’. Traditional HIV/AIDS discourse refers to community responses to the disease that ‘resist dominant epidemiological narratives’, while the modern narrative refers to mainstream, scientific research that is supported by the majority of health professionals and the scientific community in South Africa.

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Nkosi, A. D. "Modern African classical drumming : a potential instrumental option for South African school Music curriculum." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/43292.

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The Curriculum and Assessment Policy Statement or CAPS (which is the modified extension of the National Curriculum Statement policy), Music learning area, gives an option for Music learners to follow the Indigenous African Music (IAM) stream. This caters for them to be examined in African instruments. Currently, there are no available prescribed instrumental curricula in any IAM instrumental practices that learners can follow should they choose the IAM stream. Therefore, this research was prompted by the need for graded curriculum in IAM instruments for Music learners at the Further Education and Training (FET) level. This quantitative research focuses on the incorporation of contemporary African instrumental music practices in the modern Music curriculum as demanded by current trends, multiculturalism and multi‐ethnic societies with their emerging modern culture which to an extent nevertheless still embrace old traditions. The research is underpinned by the theoretical framework of multicultural music education. This study comprises two sections. Section one analyzes the dilemma that the South African Music curriculum faces when incorporating indigenous African instruments for examination at FET level and poses questions on how and which instrumental practices can be part of the possible solution. It revisits the epistemology of traditional African drumming and investigates how some of the traditional drumming practices have changed and are practised in the contemporary context. Section two introduces a contemporary African instrumental practice whose development is rooted in the generic traditional idioms of African drumming. This contemporary drumming style is not tied to a specific ethnic group but rather a creative continuum of African traditional drumming. This practice is explored as a potential instrumental option for the South African Music curriculum (IAM stream); through conducting of training workshops, progress survey and the evaluation of the implementation process of the pilot graded model curriculum. Lastly, pedagogical instructions on teaching, learning and evaluation of this contemporary drumming practice are provided.
Thesis (DMus)--University of Pretoria, 2013.
lk2014
Music
DMus
Unrestricted

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Walker, Carlos L. "A Comparison Study of Student Academic Performance by Male African American Students in a Traditional Public School vs a Single Gender Academy." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703389/.

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A quantitative, causal-comparative study between single gender and traditional mixed gender schools was conducted to examine how single gender schooling affected the academic achievement of African American males in a high-poverty urban community. This study examined the differences in TSI and EOC scores between African American males who attended a single gender male high school and a traditionally mixed gender high school serving students in the same community in Fort Worth, Texas. A two sample t-test was used to compare the STAAR and TSI scores of the two groups of African American males. Microsoft Excel was used to collect the descriptive statistical data and analysis was conducted in SPSS version 25.0 for Windows. A detailed description of the participants, the research design that was used in the study, a description of instruments that was used to analyze the data, research problem, research questions on which the study was based, and a description of data analysis methods that was used. This quantitative research compared the STAAR and TSI scores in language arts, math, and reading. The findings of study indicate the single-gender school model impacts the academic achievement of African American males in a particular community in Fort Worth, Texas. The single-gender school had 100% of the African American males in its first graduating class during the 2017-2018 school year were accepted into college.

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Jolly, Rachel. "Co-engaged learning : Xhosa women's narratives on traditional foods." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003331.

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This interpretive case study examines Grahamstown East Xhosa women's narratives on the nutritional value of traditional foods. It reviews reflexive learning interactions apparent in the co-engaged narratives of food preparation practices. The research design incorporates methods of reflective co-engagement through which a small team of women were approached as 'co-researchers' in order to work together on shared, local knowledge capital and nutrition concerns. It draws on findings generated using a combination of semi-structured interviews, cooking demonstrations, videography, photographs and field observations as methods of data collection. Data were member-checked and reviewed in a rural context before the emerging evidence was analyzed using Bassey's (1999) analytical statements. Contextual factors influencing the study are high poverty, unemployment and HIV/AIDS prevalence where nutrition levels have been found to be low. The women making up the study have spent the majority of their lives in the peri-urban area of Grahamstown and in some cases, are more than one generation removed from rural living and its associated knowledge. The accompanying shift to modernization was found to influence the interplay between their narratives and practice. Indigenous Knowledge is often characterized by being situated in practice with the knowledge-holders often not 'knowing that they know.' This study concludes that it is not possible to assume that knowledge can always be consciously expressed, especially when that knowledge is embedded in practice. Related to this, co-engagement and diversity among the group gave rise to greater disequilibrium as well as making the knowledge more explicit and hence, available for reflection. The study suggests that through the process of co-engagement and deliberation around indigenous ways of knowing, agency and cultural identity appears to be enabled and strengthened.

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Johnson, Brent E. "Comparing Achievement between Traditional Public Schools and Charter Schools within the Big Eight Urban School Districts in Ohio." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311693290.

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Hall-Greene, Deborah L. "A Qualitative Study on African American and Caribbean Black Males' Experience in a College of Aeronautical Science." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26897.

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This study was designed to examine the experiences of a small group of Black males in a college of aeronautical science, a major traditionally dominated by White males. The study also considered the differences in how African American males and Caribbean black males perceived and acted upon the same experiences. Through a social learning theoretical approach, the study examined the relevant factors, processes, and experiences involved in these Black malesâ choice of aeronautical science as a major and piloting as a career. Eleven (11) persisters and 4 non-persisters participated in the study, which centered around a premier aeronautical university in the southeastern part of the United States. Questions guiding the study were: (1) What experiences have been influential in a small group of Black malesâ selection of aeronautical science as a major, piloting as a career? (2) What factors outside of and previous to the collegial environment contribute to (and detract from) persistence in pursuit of completion of a major in piloting? (3) What factors in the collegial and occupational environment contribute to persistence in a major in piloting? (4) How do patterns of persistence compare for these Black males at a college of aeronautical science? Qualitative methodology included both individual in-depth interviews and small focus groups. Participants were recruited through both purposive and snowball samplings as well as volunteering. Criteria for persisters were Black male former aviation students who had already graduated with an aeronautical science degree and pursuing a career as a pilot or Black male students currently enrolled as juniors and seniors, in good academic standing. Non-persisters in this study were Black males who left their aeronautical science major prior to completion. Findings clearly indicated that a number of factors, such as family, individual, social, and environmental, influenced this small group of Black malesâ persistence in aeronautical science. Additionally, this study attempted to ascertain the differences and similarities in perceptions and experiences among African American and Caribbean black males. The Caribbean black males in this study did not perceive their race as having a negative impact on their persistence, whereas most of the African American male participants felt their race was a contributing factor to their non-persistence. This study provided the groundwork for the development of a conceptual model of academic persistence with implications for recruiting, retaining, and graduating Black males from a college of aeronautical science.
Ph. D.

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Greco, Mitchell J. "THE EMIC AND ETIC TEACHING PERSPECTIVES OF TRADITIONAL GHANAIAN DANCE-DRUMMING: A COMPARATIVE STUDY OF GHANAIAN AND AMERICAN MUSIC COGNITION AND THE TRANSMISSION PROCESS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398073851.

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Mbusi, Nokwanda Princess. "An investigation into the use of traditional Xhosa dance to teach mathematics: a case study in a Grade 7 class." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003499.

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This study seeks to explore mathematical concepts embedded in traditional Xhosa dance and how these concepts can be incorporated into a learning programme for the teaching and learning of mathematics. The study seeks to gain insight into whether learners could benefit from the implementation of such a learning programme. Learners from a Grade 7 class in a rural school performed traditional Xhosa dances and their performances were captured through video recording. The video recordings were then observed and analysed to determine the mathematical concepts embedded in the dances. These concepts were then linked to those found in the Grade 7 mathematics curriculum. A learning programme integrating mathematical concepts from the dance activities with mathematical concepts from the Grade 7 curriculum was then designed. The learning programme contained mathematical problem solving activities that required learners to re-enact the dance performances in order to find the required solutions. The learning programme was then implemented with the learners over a period of three weeks. During the implementation, learners’ behaviour towards the learning experience was observed, their engagement with the problem solving activities as well as their strategies for solving the problems, were carefully observed. Also, their interactions with each other were noted. After the implementation of the learning programme, focus group interviews were held with learners to determine their opinions, attitudes and feelings about their experience of learning mathematics through traditional Xhosa dance. Key findings indicated that traditional Xhosa dance can be used as a medium for learning many concepts in the mathematics curriculum; the use of the dance gave learners an opportunity to learn mathematics from a familiar context and to participate actively and collaboratively in their learning. Also, it emerged that the use of dance to teach mathematics had potential to help improve learners’ attitudes towards mathematics. Conclusions were reached that the dance had potential for use as a means for the meaningful learning of mathematics. However, limitations and challenges with the study were identified, such as its limited replicability in other mathematics classrooms.

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Canterbury, Sandra Ann. "An Investigation of Conceptual Knowledge: Urban African American Middle School Students' Use of Fraction Representations and Fraction Computations in Performance-Based Tasks." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/22.

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A relatively large number of 8th-grade public middle school students in the United States, particularly in urban communities, are not performing at acceptable levels in mathematics. One concept that poses significant difficulty for these students and negatively affects their overall mathematics achievement is fractions. Many researchers have attributed these difficulties primarily to traditional fraction instruction that emphasizes procedural rather than conceptual knowledge. Therefore this study was designed to investigate how students use their computational and conceptual knowledge and fraction representations to solve fraction-related performance-based mathematical tasks. Social constructivism was used as the theoretical framework in examining conceptual knowledge related to learning fractions. This qualitative study was implemented in an urban middle school in the southeast. It involved an initial sample of 37, 8th-grade, African American pre-algebra students who completed a fraction interest questionnaire and two fraction pretests. During the implementation period, 34 students in the researcher’s pre-algebra class completed three performance-based tasks, three reflection logs, and participated in an interview after completing each task. Of the 34 students who completed all tasks, three were purposefully selected as the informants for the study. In addition, observations, field notes, and artifacts (student work) were utilized to facilitate triangulation of the data. The findings of the study indicated the informants could compute fractions with an average of 85% of mastery but could conceptualize fractions only to a small extent. This validated prior findings and led to the conclusion that student deficiency with fractions results primarily from their level of conceptual knowledge. In the investigation of the ways in which 8th-grade students use fraction representations, this study found the informants used representations to develop a visual map of their mathematical thinking and reasoning and to check the accuracy of their computations. Therefore, this study suggests, when students’ mathematical learning experiences relative to fractions have not emphasized the use of representations to develop conceptual knowledge, they may not be comfortable with the accuracy of the solutions demonstrated in their fractions models.

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Bailey-Iddrisu, Vannetta L. "Women of African Descent: Persistence in Completing A Doctorate." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/327.

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This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.

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Naidoo, Pathmaloshini, of Western Sydney Nepean University, and Faculty of Education. "The critical tradition : policy and process in South African education." THESIS_FE_XXX_Naidoo_P.xml, 1998. http://handle.uws.edu.au:8081/1959.7/536.

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For the researcher, education is concerned fundamentally with the notion of human emancipation. In other words, it is only worth the name if it forms people capable of taking part in their own liberation. Education policy in South Africa prior to African National Congress victory in 1994 was dominated by the ideology of apartheid which led to a variety of malpractices in defining the role and status of education. The ANC victory in South Africa ushered in a period of awakening from a situation of oppression to the establishment of alternative education structures promising a redress of past imbalances through equality, justice and democracy as fundamental human rights. While the ANC policy documents may serve South African society in an educative way, it is equally important that this also implies, at a practical level, an increase in collective learning levels. This has to be done in ways that are undistorted and ways that do not devolve all authority to experts. As a preliminary to improving practices, it is vital to penetrate below the surface of the ANC policy documents to understand the true nature of things found to expose internal and external contradictions and distortions. As Durkheim (1994) says why strive for knowledge of reality if this knowledge cannot serve us in life. This implies that the pursuit of knowledge is of little value unless it can serve our interests as social and cultural beings. This thesis aims to examine the role played by the Reconstruction and Development Policy in South Africa's education system. It questions the viability of implementing the policies as set out in the policy documents, which the African National Congress claim to be derived from critical theory. The focus was on the reconstruction of the central and decisive events that have had implications for present educational policy and development. A methodological tool derived from critical theory was applied since it provided a form of meta-critique with an emancipatory rather than manipulative interest in criticism. Critical theory hence became a method of rational valuing and a powerful tool of internal and external criticism with the potential for use in practical as well as theoretical research. It thus becomes of value not only to a policy-maker but to a researcher or classroom practitioner as well. With regards to South Africa's present status, critical theory offers us a clear, less-distorted picture of how things are and at least suggests through transcendence of the existent, the possibility of how things may be different.
Doctor of Philosophy (PhD)

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Naidoo, Pathmaloshini. "The critical tradition : policy and process in South African education /." View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030828.091748/index.html.

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Nyanungo, Martha. "Tensions and conflicts between formal and traditional sex education in Africa-sub-Sahara." Doctoral thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23609.

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Esta dissertação visa estudar a influência que a educação sócio-cultural e religiosa exercem na educação sexual formal em escolas no Zimbabwe. Para a investigação, foi levantada a seguinte questão: "A educação sexual formal ministrada em escolas está a ser sublevada pela educação sexual adquirida através de normas socioculturais, religiosas das famílias Africanas?” Entretanto, se a educação sexual não é Afro-centrada e culturalmente relevante a nível do conteúdo, ela não pode ser efetiva e as mulheres jovens continuarão expostas aos maiores desafios sexuais de hoje. Ao responder a esta e outras questões da pesquisa, achámos o método qualitativo o mais apropriado para a recolha de dados culturalmente específicos e contextualmente ricos, pois, é esse o objetivo deste estudo. Através de entrevistas etnográficas, a intenção foi a de gravar vozes de jovens mulheres Shonas que, representam todo mosaico sócio-étnico do país. Isso permitiu-me obter informações consistentes e coerentes de como a sexualidade é definida e percebida entre os Shonas, e como a referida perceção se entrelaça com a instrução formal religiosa sobre a sexualidade. Outros instrumentos de recolha de informação para o nosso estudo incluíram análise minuciosa de livros escolares e de documentos do Ministério da Educação, Desporto e Cultura do Zimbabwe. Entre vários resultados curiosos produzidos pela pesquisa, o de maior realce revela que a educação sexual formal ministrada nas escolas no Zimbabwe não incorpora conteúdos suficientemente relevantes para os adolescentes sexualmente ativos. A inadequação baseia-se na abordagem não realista e errônea da abstinência como o método e resolução insuperável para os dilemas da sexualidade. Como desvantagem, a cultura e a religião também são vistas como desafios para a educação sexual efetiva nas escolas. Com base nesses resultados, o nosso estudo conclui com recomendações que devem ser levadas em consideração ao se elaborar um currículo de educação integral mais eficaz e operacional sobre educação sexual; ABSTRACT: Tensions and conflicts between formal and traditional sex education in Africa sub-Sahara This dissertation aims to investigate the interplay between the socio-religio-cultural aspects and formal sex education in schools in Zimbabwe. Because young women fall victim to most of the traditional, religio-cultural sexuality adversities, the research focuses on young Shona women. The study interrogates whether the formal sex education being taught in schools faces setbacks from sex education being instructed through African family socio-cultural and religious norms. Qualitative methodology was found to be the most appropriate for the production of culturally specific and contextually rich data that the research is aimed at. Collection of data was achieved through document analysis participant observation and ethnographic interviews. Of the many intriguing findings of this research, a major finding is that curricula is detached from overarching philosophical worldviews, cultural traditions, and the general actualities of sexually active teenagers. Its inadequacy is based on the unrealistic and erroneous approach to abstinence as the unsurpassable resolution to sexuality dilemmas. The study evidences that the deep-rootedness of some traditional practices, mythologies, and taboos associated with sexuality as well as the tenacity of some forms of traditional modes of sexuality education continue to exert a powerful influence on formal sexuality education in schools. The findings further reveals that the prescriptive and fear-based teaching methods do not foster enough critical thinking to empower students to face sexuality and reproductive health challenges. This viewpoint continues to play a significant role in shaping attitudes, beliefs, and values in relation to sexuality even in contemporary times. Based on these findings, the study con-cludes with recommendations for designers of sexuality education curricula to consider the convergent and divergent aspects and draw from strengths of the co-existing heritages in order to build an integrated sexuality education pedagogy that is culturally relevant for the young women in Zimbabwe.

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Obuhatsa, Joshua Otieno. "Values education in Kenya : Christianity and African tradition : a study of contrasts and continuities in education." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10019786/.

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This thesis addresses the perceived need for a justifiable and coherent values education paradigm in Kenya's Education. It focuses on contrasts in education policy with implications for values education. The first two post colonial education reports: the Ominde Commission (OC) 1964/65 and the National Committee on Educational Objectives and Policies (NCEOP) 1976 agree that education should promote socioeconomic and political development. However, they disagree over the role of religion, particularly, Christianity and African Socialism in underpinning values within this development. This thesis attempts to present an argument that in contemporary Kenya's secondary educational context, there is a need for a holistic values education paradigm. If a Christian curriculum is to be viable, in order to be relevant both to the lives of young people and to the developing context of Kenya, Christian related values education must connect with the whole human environment to make Christianity meaningful, relevant, implicit and applicable to life. The OC recommends Judeo-Christianity to underpin the values, but later contradicts this stance. It consigns ethics to the 'Hidden Curriculum', doubting whether values education can be part of a formal school curriculum. The NCEOP radically reverses the order, rejecting religion particularly Christianity. It paradoxically recommends African traditional values, which are of course, themselves, implicitly religious. These contrasting views concerning the theory of knowledge in this educational context are problematic. Through documentary, discourse, and theoretical analysis of and commentary on relevant documents and literature together with a supportive descriptive questionnaire, this thesis argues for the possibility of applying contextualisation, a theological construct which involves a number of concepts, to education; a philosophical framework which relates religion to the context of the learner and could provide a coherent values education paradigm. Part one of the thesis establishes the contrasting views and elaborates key points of tension. Part two analyses the philosophical issues involved. Part three presents and analyses research findings. Part four investigates the contextualisation continuum to draw some conclusions at the level of general principles and make some tentative proposals at the level of Curriculum. Part five summarises the study with recommendations and conclusions. My vision is that a Judeo- Christian based values education paradigm within the contextualisation continuum will coherently underpin the holistic development of Kenyans for their own good and that of the society.

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Uushona, Kleopas Ipinge Twegathetwa. "An investigation into how grade 9 learners make sense of the fermentation and distillation processes through exploring the indigenous practice of making the traditional alcoholic beverage called Ombike: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001757.

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One of the purposes of the Namibian curriculum is to ensure cultural inclusivity. That is, it recognises the inclusion of traditional cultural practices and experiences in science lessons where appropriate. Based on my experiences both as a learner and a science teacher, I have noted there is a rapid decline and loss of values in most of our cultural practices and heritages. This triggered my interests to do a study on an Oshiwambo traditional beverage known as Ombike. This study is therefore aimed at enhancing conceptual development, meaning making and understanding of concepts in fermentation and distillation. This study was conducted with my grade 9 learners at a school where I was teaching in Omusati region of Namibia. A community member who served as an expert was also a participant. She was involved more in discussions, interviews and most importantly in showing and demonstrating to the learners how Ombike is made practically. Essentially, the goal of this study was to investigate how the indigenous practice associated with the making of Ombike can be used to support meaning making of fermentation and distillation processes. This research is located within an interpretive paradigm where a qualitative case study was adopted. I consider this methodological framework appropriate in this study because it allowed me to use the following data gathering methods: brainstorming and discussion, observation, semi-structured and focus group interviews, and practical activities worksheet. Multiple methods were used for the purpose of triangulation and validation. An inductive analysis was used to discover data patterns and themes from the data. Moreover, ethical considerations were also taken seriously and all the participants gave informed consent. The findings of the study revealed that brainstorming and discussions were an appropriate strategy in eliciting learners’ prior everyday knowledge and experiences on, in particular, the making of Ombike. Furthermore, learner engagement and conceptual development were enhanced. This suggests that contextualisation of knowledge can enhance meaningful learning if it is properly planned. It was also found that practical activities in conjunction with mind maps helped learners to make meanings of scientific concepts. Based on my research findings, I therefore recommend the following three aspects: the consideration of learners` prior knowledge and experiences; contextualising knowledge through use of indigenous knowledge; and the learners’ active involvement in practical activities with an emphasis on key scientific concepts to be developed. That is, there is a need to teach for conceptual understanding.

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DOMINGOS, Reginaldo Ferreira. "Religiões tradicionais de base africana no Cariri cearense: educação, filosofia e movimento social." www.teses.ufc.br, 2015. http://www.repositorio.ufc.br/handle/riufc/15712.

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DOMINGOS, Reginaldo Ferreira. Religiões tradicionais de base africana no Cariri cearense: educação, filosofia e movimento social. 2015. 256f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015.
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This research is a discussion about the black presence in the cities of Crato and Juazeiro and their traditional religious practices. Thus we aimed to understand the religion as a production locus of a philosophy and this, an educational act. He intended to also highlight the march for religious freedom as a social movement that aspires to act on the reality of the region. On the problems experienced by the black population in relation to history, culture, religion is what made us wake up to the following problem: as the black presence has performed in the region and how their religious spaces have been expressed and presented in the historical process with its symbolic and social relations settings? For this purpose we use as a methodology, the bibliographical studies; qualitative research; document analysis; oral history and oral tradition, through semi-structured interviews and use of digital recording equipment has been possible to collect the lines of social agents. The overall objective is to search for the historical bias, the black presence in the Cariri (Crato and Juazeiro), understanding of the African-based religious representation in analogy with philosophy, as well as analyze the walk for religious freedom as a movement social. We propose the following objectives: 1) To review studies on the region on the African history and the black population, its relation to Brazilian history and its religious representation in caririense society; 2) Investigate and make visible the black religious presence in the historical archives in the cities of Crato and Juazeiro do Norte; 3) Establish discussion analysis waging an analogy of African-based religion with philosophy; 4) To analyze the walk for religious freedom as a social movement space. Such assumptions made us realize that know the reality from history means understanding the social and historical organization of cities, ie what and how the sacred spaces contributed and the reason for non-participation in the social organization of the surveyed cities. The investigation of the role of religious communities and how they collaborated in the formation of local social realities is to note that the strength of the Afro-descendant population permeates other fields and other practices to resist the homogenization of the hegemonic culture. Therefore, the research concluded that the traditional religious practices of African-based religions and its historical-social constitution shows us a device to study when it comes to: transmission of teachings and resistance; of participation in the formation of the realities of the cities; and in enveredamento a philosophy.
Esta pesquisa faz uma discussão acerca da presença do negro nas cidades de Crato e Juazeiro do Norte e suas práticas religiosas tradicionais. Assim, teve o intuito de entender a religiosidade como locus de produção de uma filosofia e, esta, um ato educativo. Pretendeu-se também destacar a marcha pela liberdade religiosa como movimento social que aspira atuar sobre a realidade da região. Diante das problemáticas vivenciadas pela população negra no que se refere à história, cultura, religião é que se fez o despertar para o seguinte problema: como a presença negra tem se apresentado na região e como seus espaços religiosos têm se manifestado e apresentado, no processo histórico, com suas configurações simbólicas e nas relações sociais? Para tal intento recorremos, como metodologia, aos estudos bibliográficos; à pesquisa qualitativa; análise documental; história oral e oralidade, por meio de entrevistas semi-estruturadas e uso de equipamento digitais de gravação foi possível coletar as falas dos agentes sociais. O objetivo geral é pesquisar, pelo viés histórico, a presença negra na região do Cariri (Crato e Juazeiro do Norte), a compreensão da representação religiosa de base africana de forma análoga com a filosofia, bem como analisar a caminhada pela liberdade religiosa como movimento social. Como objetivos específicos propuseram-se: 1) Analisar estudos realizados sobre a região acerca da história africana e da população negra, sua relação com a história brasileira e sua representação religiosa na sociedade caririense; 2) Investigar e visibilizar a presença religiosa negra nos arquivos históricos nas cidades de Crato e Juazeiro do Norte; 3) Constituir análise de discussão empreendendo uma analogia da religião de base africana com a filosofia; 4) Analisar a caminhada pela liberdade religiosa como espaço de movimento social. Tais conjecturas fizeram perceber que conhecer a realidade a partir da história significa entender a organização social e histórica das cidades, ou seja, o que e como os espaços sacros contribuíram e o porquê da não participação na organização social das cidades pesquisadas. A investigação da função dos terreiros e como eles colaboraram na formação das realidades sociais locais é notar que a resistência da população afrodescendente perpassa outros campos e outras práticas de resistir à homogeneização da cultura hegemônica. Portanto, a pesquisa permitiu concluir que as práticas religiosas tradicionais de religiões de base africana e sua constituição histórico-social revelam um artifício para estudo quando se trata de: transmissão de ensinamentos e de resistência; de participação na constituição das realidades das cidades; e, no enveredamento de uma filosofia.

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Lima, Sandra Helena AtaÃde de. "Education and maroon community: EJAâs relationship with customs and African traditions in the maroon Communities Ãfrica and Laranjituba in Moju/PA." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8266.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
The present study introduces the subject âEducation and maroon community: EJAâs relationship with customs and African traditions in the maroon Communities Ãfrica and Laranjituba in Moju/PAâ, conducted in the CaetÃâs Maroon Territory. Antonio Olintoâs work, Alma da Ãfrica trilogy, a literary text that introduces an Africa with its customs and traditions, political, human and cultural issues since the independence of the ancient colonies grounds the customs and African traditions. The main goal is to research if the EJAâs educative process considers the customs and African traditions of Larajituba and Ãfrica communities. EJAâs study starts during the process of industrialization and concentration at downtown, nearly 30âs, when the Brazilian system of education gets finally consolided. The first stage of the research was realized with a great bibliographical review, by examining written texts about the black people in ParÃ and EJA searching out about if the educative process really considers those customs and African traditions. The second stage adopted a Collaborative Research, developed in reunions with 28 participants, among teachers, students and parents, who acted in a mutual supportive, with shared goals and agreed by the group involved. The study concluded that in spite of the effort in provide a curricular proposal for EJA, realized by the Mojuâs department of education, with a specific methodology for those remaining maroons, thereâs still such a lot of efforts so that the educational process in the Laranjituba e Ãfrica maroon communities practice the specific methodology of the curricular proposal. The research brings a relevant contribution to the EJAâs guidelines of Mojuâs county, as well as to the Enhancement and Specialization courses offered by IFPA training that develops in the county of Moju.
O estudo âEDUCAÃÃO E COMUNIDADES QUILOMBOLAS LARANJITUBA E ÃFRICA â MUNICÃPIO DE MOJU/PA: relaÃÃo da EJA com costumes e tradiÃÃes de base africanaâ foi realizado no TerritÃrio Quilombola do CaetÃ. A obra de Antonio Olinto, trilogia Alma da Ãfrica, texto literÃrio que apresenta a Ãfrica com seus costumes e tradiÃÃes, problemas polÃticos, humanos, culturais desde a independÃncia das antigas colÃnias na Ãfrica, fundamenta os costumes e tradiÃÃes africanos. O objetivo Ã investigar se o processo educativo da EJA considera os costumes e tradiÃÃes africanas das comunidades Laranjituba e Ãfrica. O estudo sobre a EJA comeÃa no processo de industrializaÃÃo e concentraÃÃo nos centros urbanos, ocorridos a partir da dÃcada de 30, quando hÃ consolidaÃÃo de um sistema de educaÃÃo no Brasil. Na primeira fase da pesquisa, foi realizada ampla revisÃo bibliogrÃfica e documental, com anÃlise de textos escritos sobre o negro no ParÃ e a EJA em busca do entendimento sobre o processo educativo para verificar se ele considera costumes e tradiÃÃes africanas. Na segunda fase, foi adotada a Pesquisa Colaborativa, desenvolvida em reuniÃes com 28 participantes entre professores, alunos e pais que trabalharam conjuntamente em apoio mÃtuo, com objetivos comuns e pactuados pelo grupo envolvido. O estudo concluiu que, apesar de jÃ existir esforÃo da secretaria de educaÃÃo do municÃpio de Moju em construir uma proposta curricular para a EJA, elaborada pelos professores, com metodologia especÃfica para remanescentes de quilombos, ainda faltam muitos outros esforÃos a fim de que o processo de ensino nas escolas das comunidades quilombolas Laranjituba e Ãfrica de fato coloquem em prÃtica as metodologias especÃficas da proposta curricular. Assim, a pesquisa traz relevante contribuiÃÃo Ãs Diretrizes da EJA do municÃpio de Moju, bem como aos cursos de AperfeiÃoamento e EspecializaÃÃo ofertados pelo IFPA que desenvolve formaÃÃo no municÃpio de Moju.

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Malone, John Antonio. "HIV/AIDS education: does knowledge affect behavior? a study between African-American college students attending historically black colleges and universites and traditionally white institutions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/104.

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This study examined the relationship among the dependent variables of condom usage, casual sex patterns, and drug and alcohol usage of colleges and the dependent variables of education/knowledge of safer sex practices, awareness of sexual intentions as it relates to safer sex practices, attitudes towards safer sex practices, ideas of susceptibility towards infection, and student demographics. The demographic information analyzed gender, sexual orientation, student classification, type of college attending, setting of sex education, family background, range of sexual partners, and the site being surveyed. This study revealed that education was not a factor in the in the sexual behavior of students. Students were knowledgeable of safer sex practices, aware of the risks of infection and, attitudinally they believed in safer sex leading to condom usage. The problem is that regardless of what they know, sexual history, and attitudes towards safer sex practices, African-American students do not have the intent to engage in safe sex.

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Domingos, Reginaldo Ferreira. "ReligiÃes tradicionais de base africana no cariri cearense: educaÃÃo, filosofia e movimento social." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16235.

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FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ
nÃo hÃ
Esta pesquisa faz uma discussÃo acerca da presenÃa do negro nas cidades de Crato e Juazeiro do Norte e suas prÃticas religiosas tradicionais. Assim, teve o intuito de entender a religiosidade como locus de produÃÃo de uma filosofia e, esta, um ato educativo. Pretendeu-se tambÃm destacar a marcha pela liberdade religiosa como movimento social que aspira atuar sobre a realidade da regiÃo. Diante das problemÃticas vivenciadas pela populaÃÃo negra no que se refere Ã histÃria, cultura, religiÃo Ã que se fez o despertar para o seguinte problema: como a presenÃa negra tem se apresentado na regiÃo e como seus espaÃos religiosos tÃm se manifestado e apresentado, no processo histÃrico, com suas configuraÃÃes simbÃlicas e nas relaÃÃes sociais? Para tal intento recorremos, como metodologia, aos estudos bibliogrÃficos; Ã pesquisa qualitativa; anÃlise documental; histÃria oral e oralidade, por meio de entrevistas semi-estruturadas e uso de equipamento digitais de gravaÃÃo foi possÃvel coletar as falas dos agentes sociais. O objetivo geral Ã pesquisar, pelo viÃs histÃrico, a presenÃa negra na regiÃo do Cariri (Crato e Juazeiro do Norte), a compreensÃo da representaÃÃo religiosa de base africana de forma anÃloga com a filosofia, bem como analisar a caminhada pela liberdade religiosa como movimento social. Como objetivos especÃficos propuseram-se: 1) Analisar estudos realizados sobre a regiÃo acerca da histÃria africana e da populaÃÃo negra, sua relaÃÃo com a histÃria brasileira e sua representaÃÃo religiosa na sociedade caririense; 2) Investigar e visibilizar a presenÃa religiosa negra nos arquivos histÃricos nas cidades de Crato e Juazeiro do Norte; 3) Constituir anÃlise de discussÃo empreendendo uma analogia da religiÃo de base africana com a filosofia; 4) Analisar a caminhada pela liberdade religiosa como espaÃo de movimento social. Tais conjecturas fizeram perceber que conhecer a realidade a partir da histÃria significa entender a organizaÃÃo social e histÃrica das cidades, ou seja, o que e como os espaÃos sacros contribuÃram e o porquÃ da nÃo participaÃÃo na organizaÃÃo social das cidades pesquisadas. A investigaÃÃo da funÃÃo dos terreiros e como eles colaboraram na formaÃÃo das realidades sociais locais Ã notar que a resistÃncia da populaÃÃo afrodescendente perpassa outros campos e outras prÃticas de resistir Ã homogeneizaÃÃo da cultura hegemÃnica. Portanto, a pesquisa permitiu concluir que as prÃticas religiosas tradicionais de religiÃes de base africana e sua constituiÃÃo histÃrico-social revelam um artifÃcio para estudo quando se trata de: transmissÃo de ensinamentos e de resistÃncia; de participaÃÃo na constituiÃÃo das realidades das cidades; e, no enveredamento de uma filosofia.
This research is a discussion about the black presence in the cities of Crato and Juazeiro and their traditional religious practices. Thus we aimed to understand the religion as a production locus of a philosophy and this, an educational act. He intended to also highlight the march for religious freedom as a social movement that aspires to act on the reality of the region. On the problems experienced by the black population in relation to history, culture, religion is what made us wake up to the following problem: as the black presence has performed in the region and how their religious spaces have been expressed and presented in the historical process with its symbolic and social relations settings? For this purpose we use as a methodology, the bibliographical studies; qualitative research; document analysis; oral history and oral tradition, through semi-structured interviews and use of digital recording equipment has been possible to collect the lines of social agents. The overall objective is to search for the historical bias, the black presence in the Cariri (Crato and Juazeiro), understanding of the African-based religious representation in analogy with philosophy, as well as analyze the walk for religious freedom as a movement social. We propose the following objectives: 1) To review studies on the region on the African history and the black population, its relation to Brazilian history and its religious representation in caririense society; 2) Investigate and make visible the black religious presence in the historical archives in the cities of Crato and Juazeiro do Norte; 3) Establish discussion analysis waging an analogy of African-based religion with philosophy; 4) To analyze the walk for religious freedom as a social movement space. Such assumptions made us realize that know the reality from history means understanding the social and historical organization of cities, ie what and how the sacred spaces contributed and the reason for non-participation in the social organization of the surveyed cities. The investigation of the role of religious communities and how they collaborated in the formation of local social realities is to note that the strength of the Afro-descendant population permeates other fields and other practices to resist the homogenization of the hegemonic culture. Therefore, the research concluded that the traditional religious practices of African-based religions and its historical-social constitution shows us a device to study when it comes to: transmission of teachings and resistance; of participation in the formation of the realities of the cities; and in enveredamento a philosophy.

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Ambush, Debra Jean. "The inclusion of the African-centered aesthetic within the tradition of aesthetic inquiry as a tool for promoting inter- and intra-cultural understanding /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485896844.

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26

Simmonds, Robert M. "A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618310.

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The purpose of this research was an analysis of the implementation of the federally mandated undergraduate desegregation criteria. This research looked at the development of policy at the federal level, and the subsequent response by the State of Virginia and Virginia Commonwealth University.;Virginia Commonwealth University was selected for this study for two reasons: (1) Virginia Commonwealth University is located in an urban setting which has the largest black population in the state, and (2) this institution has the largest target (identified by the state) of black enrollment than any other public senior institution in Virginia.;Retention strategies were used to measure the implementation of the federal criteria at the institutional level, and the Institutional Integration Scale was used to measure the minority student's academic and social integration with the institution.;It was hypothesized that: There is no statistically significant relationship between the perceived integration of minority and nonminority full-time freshmen students at Virginia Commonwealth University. In addition, several policy questions were addressed: (1) Do the minority retention programs developed by Virginia Commonwealth University incorporate the successful retention elements identified by the retention literature? (2) Do at least half of the freshmen minority students utilize the retention programs? (3) Do the responses of minority students to the Institutional Integration Scale reflect the minority student's participation in the retention programs developed at VCU? (4) Do the federally mandated undergraduate desegregation criteria set forth a policy that will help institutions develop minority retention strategies while meeting the complexity of student retention? and (5) Do the retention strategies outlined in "The Virginia Plan" provide public senior institutions with examples of successful retention programs or identify variables most likely to affect minority student retention?;In conclusion, there was insufficient evidence from the survey to reject the null hypothesis. The content analysis, however, revealed that the federal undergraduate desegregation criteria lacked elements of successful policy development. In addition, the federal policy lacked direction for the development of retention programs, and a clear understanding of higher education in general.;Policy must be succeeded by better policy built upon the preceding policy, rather than viewed as an end unto itself. (Abstract shortened with permission of author.).

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Djossou, Agboadannon Koumagnon Alfred. "African women's empowerment : a study in Amma Darko's selected novels." Thesis, Le Mans, 2018. http://www.theses.fr/2018LEMA3008/document.

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Cette thèse entreprend une analyse des romancières africaines qui ont un avis différent sur la question de la description des personnages féminins et un point de vue différent du rôle de leurs fictions qui peuvent être utilisées pour promouvoir les femmes. La thèse examine l'influence de la culture et des coutumes africaines dans les romans de l'écrivaine ghanéenne, Amma Darko. Ses écrits, de la 3e génération, partent de l'hypothèse générale de l'existence de groupes minoritaires au sein de la littérature parmi lesquels se trouve celui de l'écrivaine, dont les textes ont un écho de plus en plus fort dans le champs littéraire. La thèse pose un problème de refondation du paradigme, culturel et à cet effet Amma Darko propose des solutions de règlement de la crise homme/femme. Finalement, mis à part le point de vue esthétique, la thèse montre combien Darko est aux avant-postes de la littérature engagée au service de la société et d'une idéologie féministe
This thesis adresses the question of wether African female novelists have a different view in portraying their female characters ans it investigates on wether their fiction can inspire women'e empowerment. It examines the influence of culture and customs in the selected novels by Amma Darko. Focusing on thse novels of the third generation, the thesis explores mods of memories, trauma and history writing and highlights the way she represents, reaffirms ans re-positions women in her creative writings to empower them in society.It analyses the solutions o issues raised through the novelist's choracters. This thesis finally shows how much Amma Darko' is at the forefront of a committed African litterature written by African women with an ideological point of view

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Mosengo, Blaise Mfruntshu. "A Phenomenological Study of Academic Leaders at the Marianist University in the Democratic Republic of Congo." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555362691197213.

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29

Moreku, Clement. "The involvement and participation of student representative councils in co-operative governance in higher education institutions in South Africa." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/680.

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Thesis (Phd. (Education Management )) - Central University of Technology, Free State, 2014
The dawn of democracy in South Africa resulted in an emphasis on the involvement and participation of stakeholders in decision-making processes. At public higher education institutions, involvement and participation were guaranteed by the enactment of the Higher Education Act 101 of 1997. This Act provides that co-operative governance should be practiced in the governance of public higher education institutions. Students are stakeholders in higher education institutions. This means that according to the Act, students ought to be represented in the governance of public higher education institutions. The representation of students in university governance became a new phenomenon in the democratic South Africa. This thesis explored the involvement and participation of student representative councils in the co-operative governance of South African higher education institutions. It evaluated the role and effect of SRCs in the co-operative governance of public higher education institutions in South Africa. Following the merging of these institutions, universities have multi campuses, all of which need to be represented in the universities Managements through SRCs. This study employed the QUAN-Qual (explanatory) mixed methods design which included the use of a questionnaire and in-depth, open-ended, semi-structured interviews. The sample for the study was made up of hundred and fifty-three respondents and nine interviewees from three types of South African higher education institutions. The quantitative part of this study investigated the nexus between the involvement and participation of SRCs in co-operative governance at public higher education institutions. The correlation between SRCs’ perception of participation and co-operative governance was also examined. The study also explored the SRCs’ perception of the implementation of co-operative governance at different universities types. The qualitative part of the study investigated perception of the nature of co-operative governance the SRCs at different universities. It also examined perceptions regarding whether participatory democracy was practiced at universities, v challenges experienced in the governance of universities and what the SRCs thought should be done to address those challenges. The study found that SRC members feel that they are both involved and also participate in the governance of public higher education institutions in South Africa. This was further enhanced by research hypotheses that revealed that there is a statistically significant relationship between the SRCs’ perception of their involvement and participation in university governance and their perception of the implementation of co-operative governance in the South African higher education institutions. Although SRC members feel that they are involved and that they participate in co-operative governance, interviews have revealed that they experience the following problems:  SRC members have annual budget deficits at their universities and as a result, they fail to fulfill their mandates by the student body.  SRCs find it difficult to deal with the challenges pertaining to multi-campus set-ups in their institutions.  The existence of student political structures contributes to ideological differences amongst SRC members. This affects effective student governance at universities.  The capacity building of SRC members at higher education institutions is not adequately addressed by managements of these institutions. The researcher recommends that it is important that HEIs adhere to the HE Act 101 of 1997, as amended. Adherence to the Act will ensure that there is compliance with the law and will minimise the chances for HEIs to be placed under administration. The managements of universities and SRCs need to co-operate in order to ensure that co-operative governance in HEIs is effectively implemented. Workshops and meetings are held at universities between SRCs and managements regarding issues of co-operative governance. SRCs need to involve themselves in national and international student activities in order for them to gain knowledge and skills about student governance. The researcher designed a multi-campus student governance model that will effectively deal with the challenges mentioned above.

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30

Sackey, Margaret Mary. "An Examination of Preschool Services in Selected Communities in Tema Municipality (Ghana)." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242414831.

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31

Heq-m-Ta, Heru Setepenra. "Ankh, Ujda, Seneb (Life, Strength, Health): “Let Food Be Thy Medicine,” An Epistemic Examination on the Genealogy of the Africana Holistic Health Tradition, with Preliminary Considerations in the City of Philadelphia, 1967 to the Present." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/411568.

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African American Studies
Ph.D.
The utilization of natural elements of the earth to remedy corporeal maladies dates back to the medical systems of ancient Nile Valley culture. Given the continuity and intergenerational transmission of knowledge evident in African expressions of culture, these olden naturalistic health techniques, throughout time, have continuously been used as therapeutic modalities by posterior African cultures—both continental and Diasporic. Due to its tripartite approach to healing—of mind, body and spirit— this age-old African healing tradition has gained popularity in contemporary times and is commonly known today as the locution: holistic health. The principal objective of this intellectual project is to reveal an unbroken genealogy of a thriving Africana holistic health tradition upheld by both advocates and practitioners in the field. Notwithstanding the current state of health of Africans residing in the United States, the praxis of these ancient healing customs is extant within communities which the population is predominately African. Through considering the publication of How to Eat to Live in 1967, this study articulates a resurgence among contemporary African healers of an olden healing tradition once customary on the banks of the Nile. The proposed outlook of this work to highlight the various means of alternative health available by and for African descendants that ultimately serves as a catalyst to take matters of health into our own hands.
Temple University--Theses

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Seawood, Leonard Padavil George McCluskey-Titus Phyllis. "A study of perceptions about racism and influential effects on satisfaction and the retention of African-American student affairs administrators in traditionally white institutions of higher education." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225103431&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176732071&clientId=43838.

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Thesis (Ph. D)--Illinois State University, 2005.
Title from title page screen, viewed on April 16, 2007. Dissertation Committee: George Padavil, Phyllis McCluskey-Titus (co-chairs), W. Paul Vogt, William Pearch. Includes bibliographical references (leaves 103-117) and abstract. Also available in print.

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Earnhardt, Eric D. "Toward an Equitable Agrarian Commonwealth: Race and the Agrarian Tradition in the Works of Wendell Berry, Allen Tate, and Jean Toomer." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1307131143.

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Alexander, Jamie Kim. "Stories from forest, river and mountain : exploring children's cultural environmental narratives and their role in the transmission of cultural connection to and protection of biodiversity." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1015267.

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Preservationist conservation created a legacy of national parks and protected areas that were surrounded by local people dispossessed of their land and denied the rights to use the resources they had previously relied upon. Although conservation is now shifting towards a more participatory approach, research gaps still exist in determining the meaning of 'the environment' and the role of local means of conservation in rural communities in South Africa. This study focused on children's cultural environmental narratives from two rural villages in the Eastern Cape, South Africa. Children from grades 4, 7 and 10 were involved in the study, and adult family members, local experts and village elders were included in the study to allow for comparison between children's and adult's narratives and to realise what Local Ecological Knowledge (LEK) was being passed on. This thesis considers children's use of the environment for play and their sense of place as key methods in ascertaining children's environmental narratives and perceptions. At both field sites, local experts and community elders possessed a wealth of cultural environmental narratives, but these narratives were not necessarily being passed on. Changing household structures and other socio-economic factors influence cultural environmental practices, which in turn have an impact on the cultural environmental narratives being passed down. In many cases, parents' safety fears strongly impacted upon children's access to the environment, resulting in gendered environmental knowledge. The study compared differing vegetation types and degrees of environmental access. The differing environments produced similar cultural environmental narratives, leading to new understandings in community environment relationships. Children living near the state administered forest had significantly less environmental knowledge, bringing about questions of sustainable bio-cultural diversity in the future. The recognition of cultural environmental values is especially important in the rural areas of South Africa, where unemployment and increased poverty levels have led to greater dependence on natural resources for social, economic and cultural purposes. It is proposed that local cultural environmental narratives and landscape perceptions be included into community conservation and environmental education policies and programmes to provide local solutions to the problem of biodiversity conservation in local contexts.

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Mushibwe, Christine P. "What are the effects of cultural traditions on the education of women? : the study of the Tumbuka people of Zambia)." Thesis, University of Huddersfield, 2009. http://eprints.hud.ac.uk/id/eprint/9090/.

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This study is an investigation of how cultural traditions can militate against the education of women in Zambia with a focus on the Tumbuka tribe. Ethnographic methods were employed over a period of three months in a village in the Eastern Province of the country. Data were collected through participant observation, focus group and in-depth interviews, narratives, and documents. A total of 47 participants comprised the sample. This research cuts through multidisciplinary fields such as social sciences, education and anthropology. Through thematic analysis data were analysed. Evidence in this research demonstrates that patrilineal groupings are strongholds of the patriarchal predisposition and that patriarchal attitudes and cultural traditions do not recognize women as equal partners with men. The Tumbuka women‟s experiences and beliefs reflect socio-cultural traditional norms that tend to limit gender equality, and compel women to accept and justify male domination at the expense of their own status and to regard consequent inequalities as normal. Evidence demonstrates that the initiation rites, an active institution for girls of pubescent age, interfere more with the school-based education of girls. The women are active social agents as well as passive learners who will not allow the girls they are coaching to question the reason or purpose for some traditional practices that are oppressive and directly cause them to fail to complete their schooling successfully. The strong hold that the cultural traditions has on the locals has further resulted in conflicts with modern schooling, which is viewed as disseminating „white‟ man‟s culture and values. Established in this research is the fear and suspicion that the locals have on the outcome of their children learning these values that they see as alien to their own. The modern education provided in school is perceived as a force that undermines cultural values. It is viewed as presenting an inherent challenge to the cultural traditional control measures that are in place. Arguably, while ethnic traditions should be respected and sustained because they define one's identity, aspects of culture which are discriminatory, restrictive and tend to devalue women‟s physical, emotional and psychological development should be eliminated because they are retrogressive. Therefore the argument that deep seated socio-cultural traditions play a significant role in encumbering female education is proven.

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Oduro, Charles F. "Ama Ata Aidoo's Anowa: The Irony of a Scapegoat." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1322073266.

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Makaula, Phiwe Ndonana. "Aspects of moral education in Bhaca mamtiseni and nkciyo initiation rituals / Makaula P.N." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4850.

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The main objective of this mini–dissertation is to investigate the basic form and content of moral education as it manifests itself in the mamtiseni and nkciyo female initiation rituals of the Mount Frere region of the Eastern Cape Province of the Republic of South Africa. The main theoretical position taken is the reemergent African Renaissance coupled with African indigenous knowledge systems, first revived by (former) President Thabo Mbeki. Accordingly the main purpose of this study is to address the transmission of moral aspects of female Bhaca initiation inherent in behavioural/cultural educational enculturation. The main findings of the mini–dissertation constitute the following: 1. Mamtiseni and nkciyo rituals play a major role in the enculturation of young Bhaca girls. 2. The song texts carry strong messages of how to go about achieving a healthy and surviving society. There are further opportunities for research in the following aspects: 1. Nkciyo initiation schools are very exclusive, involving many secret codes. The fact that I am a male put me at a disadvantage. 2. There are many more points of difference between the two rituals than meets the eye.
Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2011.

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April, Thozama. "Theorising women: the intellectual contributions of Charlotte Maxeke to the struggle for liberation in South Africa." Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3847_1360849448.

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The study outlines five areas of intervention in the development of women&rsquo
s studies and politics on the continent. Firstly, it examines the problematic construction and the inclusion of women in the narratives of the liberation struggle in South Africa. Secondly, the study identifies the sphere of intellectual debates as one of the crucial sites in the production of historical knowledge about the legacies of liberation struggles on the continent. Thirdly, it traces the intellectual trajectory of Charlotte Maxeke as an embodiment of the intellectual contributions of women in the struggle for liberation in South Africa. In this regard, the study traces Charlotte Maxeke as she deliberated and engaged on matters pertaining to the welfare of the Africans alongside the prominent intellectuals of the twentieth century. Fourthly, the study inaugurates a theoretical departure from the documentary trends that define contemporary studies on women and liberation movements on the continent. Fifthly, the study examines the incorporation of Maxeke&rsquo
s legacy of active intellectual engagement as an integral part of gender politics in the activities of the Women&rsquo
s Section of the African National Congress. In the areas identified, the study engages with the significance of the intellectual inputs of Charlotte Maxeke in South African history.

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Mufogoto, Gafutshi Georgine. "L'une en face de l'autre : femme autochtone et femme missionnaire dans l'actuel diocèse d'Idiofa en République Démocratique du Congo : de 1928 à la veille de l'Indépendance." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2007.

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Des femmes missionnaires, poussées par leur « foi en Jésus Christ » et marquées par les préjugés relatifs à la supériorité raciale et à la puissance matérielle de l’Occident, rencontrent entre 1928 et 1960 les femmes autochtones du Congo belge, porteuses d’une culture millénaire, imprégnées elles-mêmes de préjugés et de craintes vis-à-vis des « étrangers blancs ».Ce face-à-face se déroule essentiellement hors du village de la femme indigène, à la « mission », espace « inventé » et « maitrisé » par les Pères et où les religieuses se considèrent comme des « invitées » qui, elles-mêmes, convient ou parfois contraignent les femmes autochtones à la confrontation. Ce rendez-vous se réalise en trois lieux spécifiques : lecatéchuménat, l’école et le dispensaire (ou l’hôpital).A l’occasion de cette confrontation, les religieuses construisent leur image de la femme autochtone pendant que cette dernière élabore, elle aussi, sa représentation de la femme missionnaire, venue « d’ailleurs ». Il y a ici comme une interaction et un jeu de miroirs qui aboutit à ce que les anthropologues qualifient de malentendu productif
Missionary women, endowed with "faith in Jesus Christ" and prejudices concerning the racial superiority and material power of the West, encounter indigenous women between 1928 and 1960 in the Belgian Congo, with a thousand-year-old culture, imbued with prejudice and fears vis-à-vis "white foreigners".This confrontation takes place essentially outside the village of the indigenous woman, to the "mission", a space "invented" and "mastered" by the Fathers and where the nuns consider themselves as "guests" who themselves , invite or sometimes force indigenous women into confrontation. This encounter is made in three specific places: the catechumenate, the school and the dispensary (or the hospital).At the end of this confrontation, the nuns build up their image of the indigenous woman, while the latter also elaborates her representation of the missionary woman, who had come "from elsewhere". There is here as a game of mirrors that results in what anthropologists call productive misunderstanding

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Taqi, Fatmatta B. "Breaking barriers : women in transition : an investigation into the new emerging social sub-group of professional Muslim women in Sierra Leone." Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/266832/.

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Sierra Leone is in transition to peace and development, from a previous decade long civil war. Educated Muslim women appear to have a great deal of expression, interest and passion to offer the process. The study investigates the new emerging social sub group of professional Muslim women in Sierra Leone society and explores their views and experiences of identifying and attempting to overcome the burdens of patriarchy, oppression and exploitation perpetrated by religious, social and cultural beliefs. The research and thesis consider in what ways these women and their views ‘fit’ in or challenge society and their perceptions of the potential they have as models to impact on the lives of Sierra Leonean Muslim women nationwide. Using feminist influenced research practices in order to focus on the stories and voices of these women, the study contributes to the growth of knowledge related to the emergent changing roles and perceptions of Muslim women in present day Sierra Leone. This qualitative and interdisciplinary research develops a critical focus and deliberately combines literary sources in an informative context, with feminist research methods of interviews and focus groups on issues of gender equality and empowerment. Through the interviews and focus group discussions conducted, the research portrays the perceptions of the emerging social sub group of professional Muslim women, a cross section of grass-root Muslim women and a selection of male Muslims regarding empowerment, knowledge, culture, independence and oppression. These are also illustrated as the ways the participants embrace the concept of feminism and adapt it by drawing on their Sierra Leonean, Islamic, cultural and social traditions. The research examines the various ideologies that stifle the growth of Sierra Leonean Muslim women from their perspective and it analyses the strategies used by the professional women to tackle the oppressive and repressive customs and stand up against patriarchy. It was discovered through the findings that the research gives an insight into the determination and the conviction of professional Muslim women in advocating for social change and in making their voices heard. As an outcome, it is evidenced that this emerging social sub group of Muslim women appear to be inspiring self-development moves and changes not only among the uneducated grass-root majority, but in the fold of their Muslim men-folk, resulting in a visible impact of self development and self empowerment among Sierra Leonean Muslim women.

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Ukwu, Susan Adaku. "Association of Health Facility Delivery and Risk of Infant Mortality in Nigeria." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7439.

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Infant mortality (IM) incidence in health facility systems during or after infant delivery is substantially high in Nigeria. In this quantitative, cross-sectional study, the effects of skill birth attendants (SBAs), prenatal care, and providers of prenatal care on IM in health facility delivery centers were examined. The Mosley and Chen theoretical framework informed this study and was used to explain the relationship between SBAs, prenatal care, and providers of prenatal care and IM. One hundred and sixty infant deaths were examined among mothers who used an SBA versus those who did not, mothers who had prenatal care versus those without, and mothers who received prenatal care from a health facility versus traditional providers. The 2014 verbal and social autopsy secondary data set was analyzed using binary logistic regression technique. There was no significant difference in risk of IM between mothers who had SBA during infant delivery in health facility compared to those without SBA during delivery. Mothers who received prenatal care had a significant higher risk of infant death in a health facility compared to those that did not receive prenatal care. Mothers who received prenatal care from traditional providers did not have a statistically significant risk of IM compared to mothers who received prenatal care from a health facility. The findings could have positive social change implications by encouraging multilevel public health stakeholders to support and promote the use of health surveillance in understanding the barriers and challenges of health facility delivery practices, prenatal care, and use of SBA as it relates to IM to facilitate policy change in maternal and infant care practices in Nigeria.

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Kriel, Pieter Frederik. "Workers for the harvest producing and training the leaders the church needs to fulfil its missionary task /." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09252009-012852/.

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Matsika, Chrispen. "Traditional African education: Its significance to current educational practices with special reference to Zimbabwe." 2000. https://scholarworks.umass.edu/dissertations/AAI9960770.

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The purpose of this study was to critically examine three different approaches to educational provision in Zimbabwe during the pre-colonial, colonial and post-colonial periods. It was the intention of the researcher to then select certain features of the pre-colonial, which is also known as the traditional approach, and adopt them into the present practices in order to improve the later. To this end, two methods were employed, literary works and interviews. The major form of obtaining information here was through literary works. Various documents on the history of education in Zimbabwe during the colonial and post-colonial periods were examined and those relevant to this study were selected. Those of the current practices were also used. It was determined that both in the colonial and postcolonial eras, governments were using education as a tool to realize their political objectives. The concerns over political security led colonial governments to provide and withhold education provision as they saw fit. This was their way of checking and controlling the rate of African advancement. Current efforts in the provision of education by the government are a way of cementing the ruling party's administration of society around its own political ideology. This study has found that in both the colonial and the post-colonial periods, the African children were subjected to very strange experiences in the form of the school curriculum. The type of thinking and activities children did at school was not supported with the experiences that they had at home. The worlds of traditional Shona and thought (home) and that of the West (school) in many cases were found to be diametrically opposite. This study argues that these opposite worlds can be bridged if certain aspects of traditional thought and practice was allowed into schools. This would be done by providing a curriculum at school, which incorporated some of those experiences that are highly valued at home. That would make the students' experiences at home continuous with and complementary to those at school.

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Zubane, Sibusiso Rolland. "Prospect and scope for traditional medicine in the South African Education support services." Thesis, 2001. http://hdl.handle.net/10530/824.

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Dissertation submitted in fulfilment for the Degree of Master of Education in the Department of Educational Psychology at the University of Zululand, 2001.
This research study examined the prospect and scope for traditional medicine in the South African education support services. The first aim was to assess teachers' perceptions of the need for traditional medicine practices in the school. The second aim was to investigate the problems experienced by learners which require traditional medicine practices as solutions vvithin the school. The third aim was to determine the procedures that can be followed in order to provide traditional medicine to meet the learners' needs. The fourth aim was to provide certain guidelines regarding traditional medicine intervention vWthin a school. The fifth aim was to find whether teachers' perceptions of traditional medicine in schools are influenced by the teachers' characteristics. Lastly, to find out whether there is any agreement among ranks assigned by the respondents to:

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Mpono, Lindelwa Judith. "Traditional healing among the Nguni people." Thesis, 2007. http://hdl.handle.net/10413/1378.

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This study sought to ascertain the role that is played by traditional healers in healthcare delivery among the Nguni people of South Africa. Its objective is to ascertain who the traditional healers are, how they are trained for the profession, how they practice their profession including how people consult with them, how they gather information relevant to identify the problems of their clients, what interventions are put in place once health problems have are identified and generally the role traditional healers play in the wellbeing and upliftment of living conditions of their communities. Three traditional healers were interviewed and observed, generating important information for the study. The study found out that traditional healers are respected traditional or community leaders whose main contribution to the community is practicing healthcare delivery by which they bring well-being to the generality of the people. Traditional healers are called to their profession by their ancestors. The training of traditional healers is by apprenticeship with experienced renowned traditional healers and the training takes place between two and six years. Training takes place in the skills of diagnosis or the gathering of information, through observation, interviews, divination and the interpretation of dreams to arrive at a decision as to the probable healthcare needs or health problems of patients. Traditional healers are generally trained to be capable of identifying different kinds of problems affecting people, whether these be physical, mental or interpersonal relationship problems. Training in skills to intervene in health matters are provided including herbal medication, interpersonal interactions and as in group healing or ritual ceremonies as well as training in the skills of prevention of ill-health and promotion of health. Other skills in which traditional healers are trained include those of advocacy, mobilization and being custodians of the people's traditional culture. Traditional healers are generally trusted for their competency and the efficacy of their intervention strategies and this explains the reason for the people's generally positive behaviour tendency towards the utilization of traditional healer's services. Traditional healers generally bring about well- being to the people in their communities.
Thesis (M.Ed.) - University of KwaZulu-Natal, 2007.

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Letseka, Moeketsi. "The amalgamation of traditional African values and liberal democratic values in South Africa : implications for conceptions of education." Thesis, 2016. http://hdl.handle.net/10500/21805.

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This study investigated the seemingly conflicting and incompatible ideological positions that post-apartheid South Africa appears to straddle. On the one hand, South Africa is an aspiring liberal democracy courtesy of its constitution of 1996, which is liberal in that it enshrines a wide range of rights and freedoms for the individual. On the other hand, the same constitution recognises the institution of traditional leadership, whose claim to power is hereditary and not by popular vote. Thus the study established that South Africa is an aspiring liberal democracy that is also heavily steeped in African traditions and cultures. It offered a rebuttal of the view that existence and recognition of traditional institutions of politics and governance in a liberal democracy is a fundamental contradiction. Drawing on the literature the study showed that liberal democracies such as Japan, the United Kingdom (UK), Belgium, The Netherlands and Spain, have had monarchies from time immemorial. But their monarchies are not a hindrance to either liberalism or liberal democracy. The study underscored the importance of Ubuntu as a socio-cultural discourse in South Africa, more so given that South Africa is an African country whose population is 80 per cent African. Concomitantly the study proposed a philosophy of education that amalgamates some aspects of liberal education with some aspects of African traditional education. Aspects of liberal education that were found to pertain to the amalgamation are ‘cultivating humanity’ and ‘narrative imagination’, while aspects of African traditional education are the values and principles implicit in Ubuntu, the latter understood as a humane normative concept. At a practical classroom level the study proposed that such an amalgamated philosophy of education would be attained through storytelling and the teaching of history through chronology and causation. As a form of ‘narrative’, storytelling reveals the finite in its fragile uniqueness and illustrates how the past influences and shapes the present, and how the present determines aspects of the past that are useful and meaningful today. Similarly the teaching of history through chronology and causation enables the students to organise their historical thought processes and construct their own probable historical narratives. The teaching of history through chronology and causation therefore offers the students multiple opportunities to gain a better understanding of historical events, and lessons that can be learn from such events.
Psychology of Education
D. Ed. (Philosophy of Education)

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Gitari, Marete Dedan. "Concepts of God in the traditional faith of the Meru people of Kenya." Diss., 2006. http://hdl.handle.net/10500/1195.

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This thesis covers the concepts of God in the traditional faith of Meru people but the background goes back to African traditional religion in general. Meru is located at the eastern part of Mount Kenya. The work begins with a literature review and field based on oral tradition, which indicates that Meru people came from northern Africa, moved to Canaan, Meroe, (south of Egypt) Meru-Arusha, Mombasa, and finally through Tana River to their present land. The Meru people also claim that they came along with all Bantus speaking communities in Eastern, Southern, and Central Africa. The thesis has seven chapters. The first one covers introduction and background, followed by the research plan and methodology (chapter two) Literature review (chapter three). The fourth chapter outlines the geography, migration and the various stages of becoming a human being. That fifth chapter consists of Meru traditional government and specialists. The sixth one describes the concepts of the Supreme Being in Meru traditional religion. The seventh chapter discusses the interaction of Meru traditional religion with Christianity and its implications.
Systematic Theology and Theological Ethics
M.Th. (Systematic Theology)

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Jolly, Rachel. "Co-engaged learning : Xhosa women's narratives on traditional foods /." 2006. http://eprints.ru.ac.za/929/.

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Atolagbe, Raphael Olusegun. "Corruption in Nigeria: a revisit of African traditional ethics as a resource for ethical leadership." Thesis, 2018. http://hdl.handle.net/10500/25065.

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Text in English
The problem of leadership and corruption in Nigeria is a known fact. A good number of Nigerian politicians and top government officials do not think that politics has anything to do with ethics. Currently, injustice is displayed in all spheres of Nigerian life. Indigenous moral values are almost completely ignored and abandoned. Nigeria no longer operates according to the hallowed observance of the rubric ‘Aa kii see’ (it is not done). It is no longer a society of law and order, crime and punishment, good behaviour and adequate reward. It is no longer a society which recognises the principles of abomination/taboos, or what the Yorubas describe as eewo. Taboos represent the main source of guiding principles regulating and directing the behaviour of individuals in the community. However, experience has shown over the years that politics’ functional peak is only attainable with the help of ethics. Politics based on the ethical principle of social equality is one of the indispensable features of true democracy. For politics to be effective and meaningful, ethics must not be forgotten. Politics without morality produces unethical leadership. This study claims that, the much desired political moral uprightness is achievable in Nigeria, if African traditional ethics is harnessed as a tool in solving the problem of unethical leadership and corruption, especially embezzlement. The thesis also attempts to show that, through reinforced moral education for both young and old, it will become more accepted that morality is the backbone of politics and it must not be ignored.
Philosophy, Practical and Systematic Theology
D. Litt. et Phil. (Philosophy)

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Matatiele, Refilwe Agnes. "Strategies for converting traditional academic library spaces to research commons : a South African perspective." Diss., 2020. http://hdl.handle.net/10500/27236.

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Background: Over the years, the traditional academic library has been the quintessential repository for hard-copy materials and relevant information resources to support the teaching, learning and research activities of their parent universities. Accordingly, the reinvention of the academic library and its transition to the research commons model was induced by the combined effect of historical and momentous developments such as :globalisation; the worldwide democratisation of societies; the advent of mass higher education; as well as the irreversible proliferation of information and communication technologies and their tectonic impact on the knowledge economy. Purpose: This research study investigated strategies applied when converting traditional university libraries to the research commons service delivery model in South Africa. The study also sought participants’ perspectives in the identification of success factors and constraints to such conversion strategies. Methodology :The study adopted a combined qualitative-quantitative approach involving interviews, observations and questionnaires. Three public university libraries in Gauteng Province were involved as case studies to determine the extent of their orientation to the research commons model. In this regard, the study sample consisted of a manager/librarian from each of the three university libraries. Data was collected primarily by means of a survey questionnaire and semi-structured individual interviews. Explorative, descriptive and interpretive elements were applied to complement the data collection and analysis processes. Thematic data analysis was used for the ultimate categorisation and merging of both the questionnaire- and interview-based data accrued rom the selected participants. Results: Overall, the study found that careful planning and identification of positive conversion factors were critical aspects for successful implementation and evolution of any current or future research commons model. Critical factors included :formation of a research library consortium; establishing one-stop multifunctional spaces; and ongoing user and space assessment to adjust services, resources and spaces accordingly to suit changing technologies, postgraduate needs and contemporary learning styles on time and as required .Meanwhile, conversion hindrances included: model misconception by university leadership; strategic planning and change management deficiencies; poor communication; homogeneous staffing models and budgetary constraints.
Information Science
M.A. (Information Science)

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Dissertations / Theses on the topic 'African traditional education'

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