Education for sustainable development in Africa: a critique of regional agendas

Tikly, Leon

doi:10.1007/s12564-019-09600-5

Cited by 43 publications

(17 citation statements)

References 33 publications

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“…Kot pri vseh preostalih obravnavanih konceptih se tudi pri ITR pojavljajo kritike glede polarizacije sveta na »sever« in »jug«, čeprav se je s prehodom z razvojnih ciljev tisočletja na CTR zgodil tudi prehod s sever-jug usmeritve razvojnih politik na njihovo globalno usmerjenost (Sant idr., 2018). Prav tako se tudi pri izobraževanju za TR ponavlja kritika o površinskem izobraževanju, ki se ne dotika resničnih vzrokov trenutnega družbenega in okoljskega stanja (Tikly, 2019).…”

Section: Izobraževanje Za Trajnostni Razvojunclassified

Od kolonialnega učenja do izobraževanja za trajnostni razvoj

Košmerl

2021

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Po drugi svetovni vojni so nekatere medvladne organizacije spodbujale popularizacijo načina izobraževanja, ki bi presegal državne meje in nacionalistična prepričanja ter ob zavedanju mednarodne in globalne soodvisnosti obravnaval aktualne družbene izzive skozi transnacionalno perspektivo. Do danes se je v skladu s takšnimi težnjami razvilo veliko različnih izobraževalnih konceptov, zlasti po letu 2000, kar povzroča terminološke in konceptualne nejasnosti, ki jih poskuša ta prispevek zmanjšati z obravnavo petih osrednjih konceptov: globalno izobraževanje, globalno učenje, izobraževanje za globalno državljanstvo, izobraževanje za razvoj ter izobraževanje za trajnostni razvoj. Pokažemo, da imajo koncepti več podobnosti kot razlik, odvisno od konceptualizacije pa je lahko bolj v ospredju trajnostni razvoj, pomoč državam svetovnega »juga«, učenje in zmožnosti za delovanje v globalni družbi ali družbena participacija. V zadnjem desetletju se pod vsemi obravnavanimi koncepti bolj poudarjajo okoljski izzivi in trajnostni razvoj, organizacije, ki uporabljajo in razvijajo posamezne koncepte, pa jih zdaj postavljajo v okvir ciljev trajnostnega razvoja.

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Section: Izobraževanje Za Trajnostni Razvojunclassified

Od kolonialnega učenja do izobraževanja za trajnostni razvoj

Košmerl

2021

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“…Conscientised science teachers should always try to address the transformative agenda. As pointed out above education needs to produce fecund learners instead of perpetuating cultural and linguistic epistemicide (Tikly, 2019).…”

Section: Iks In Science Classrooms: Aiming At Critical Pedagogymentioning

confidence: 99%

Decolonising Science: Challenging the South African Classroom through Indigenous Knowledge Systems

Ramadikela¹,

Pudi²,

Mokiwa³

2020

Developing Teaching and Learning in Africa: Decolonising Perspectives

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None of these two leaders would have supported science education for black children. In fact, the Eiselen Commission on Native Education in 1949 recommended the intensification of reforms in black (Bantu) education. This Commission was appointed by government to investigate aspects of native education. Among others, the Eiselen Commission pointed out that Bantu Education is different from education and it was established to ensure that it fits into the doctrine of white supremacy. "The African must understand that European civilisation in its broadest sense is closed to him, and his learning of culture must be confined to the primitive culture of his life in the reserves" (Federation of South African Women, 2013:2). Today, in historically black schools, teachers are still faced with the challenge of demystifying science and in a time of decolonisation debates, explore ways of injecting African indigenous knowledges as well. As cited by Msila in the Preface, Macedo (1993) discusses the Pedagogy of Big Lies, which points out that poor children cannot succeed in school because of their socioeconomic status. Yet when people speak of decolonisation, they seek to see schools as correctors of socioeconomic equality and social injustices (Bude, 1985). Historically, black children in historically black schools have not fared well in Mathematics and Science and this is no wonder when one looks at the objectives of apartheid education highlighted above. In the past unqualified and underqualified teachers taught these subjects due to a shortage of qualifies teachers in these learning areas. In historically black schools today, many teachers may believe in the pedagogy of big lies; that learning areas such as Mathematics and Science are not for poor children because of their low social capital. The objectives of this chapter are to explore how a decolonised system has a potential of demystifying science, thus making it relevant to the learners' life world. The chapter seeks to investigate the role that can be played by Indigenous Knowledge Systems and linked to this is language, which is usually seen as a purveyor of culture. The use of the learners' knowledge from home can be beneficial for not only Science but also all knowledge in schools. Naidoo and Vithal (2014) point out that, in South Africa, Indigenous Knowledge Systems (IKS) play a critical role in Natural, Physical and Life Sciences and they are part of the Department of Basic Education's policy. Furthermore, these authors claim that the inclusion of IKS provides motivation and self-esteem, cultural responsiveness and relevance, increased peer interaction, as well as positive learning experiences. Van Wyk (2002:311) perceives a new space for IKS in South African schools today as he avers:

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“…Adult education currently, unlike that under apartheid should play an intense transformative role. Tikly (2019) declares that education policy should be re-oriented and harnessed to processes of economic, cultural, and political transformation. If adult education does this, learners would be able to embrace social and environmental justice.…”

Section: Decolonising Abetmentioning

confidence: 99%

Humanising and Decolonising Adult Basic Education and Training (ABET) in South Africa

Lalendle¹,

Msila²,

Matlabe³

2020

Developing Teaching and Learning in Africa: Decolonising Perspectives

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In chapter 1, Msila explores decolonisation in basic education. He invites the reader to investigate how the basic education sector can be indigenised and diversified to meet the needs of the learners' communities. Similarly, this chapter examines the decolonisation of adult education. Adult education is distinct from basic education, and among the differences is that it draws its learners from the adult population. Nordhaug (1986) cites Lindeman who maintains that anyone defining the concept, adult education, should combine the age element and/or a life cycle factor. The age determines whom an adult is and can be looked at the compulsory school age. The life cycle refers to the position where the person is in their life. Nafukho, Amutabi and Otunga (2005) point out that adult education is defined by how adulthood and maturity define its limits. Additionally, Baatjes and Baatjes (2008) opine that adult education refers to education that is vocational and technical. Some think that adult education means literacy or Adult Basic Education and Training (ABET); some regard Adult Education and Training (AET) as synonymous to ABET (Skills-Universe, 2010; Triple E Training, 2013). However, literacy and ABET are part of adult education, but adult education is more than these. It includes peace education, cooperatives, livelihoods, environmental education, health programmes, popular education, and vocational education as well as various other forms (Baatjes & Baatjes, 2008).

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Education for sustainable development in Africa: a critique of regional agendas

Cited by 43 publications

References 33 publications

Od kolonialnega učenja do izobraževanja za trajnostni razvoj

Od kolonialnega učenja do izobraževanja za trajnostni razvoj

Decolonising Science: Challenging the South African Classroom through Indigenous Knowledge Systems

Humanising and Decolonising Adult Basic Education and Training (ABET) in South Africa

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