Educational and indigenous justice in Africa

Aikman, Sheila

doi:10.1016/j.ijedudev.2010.05.007

Cited by 37 publications

(27 citation statements)

References 5 publications

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“…Against this background, the intention of this article is to describe alternative knowledge to supplement mainly Western knowledge about care and support interventions in challenging postcolonial contexts. To this end, care and support findings are presented from emic (Wong, Wong, & Scott, 2006) and African indigenous knowledge perspectives (Hart, 2010;Aikman, 2010;Odora Hoppers, 2001;Seeland, 2008).…”

Section: Introduction and Rationalementioning

confidence: 94%

Age‐old care and support practices in Southern Africa functioning robustly as sophisticated social technology interventions

Ebersöhn

Loots

Mampane

et al. 2017

Journal Community Psychology

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High-need contexts, such as those in postcolonial Southern Africa, require interventions that provide psychosocial and socioeconomic care and support. This comparative case study uses the lens of indigenous knowledge systems (IKS) to supplement predominantly Western knowledge of care and support interventions. Participatory reflection and action (PRA) were used in 7 conveniently selected Southern African regions reflective of bounded systems with high adversity and likely to portray indigenous belief systems on a regional basis (n = 430; elders = 240; youth = 190; men = 150 and women = 280). Interactive PRA sessions, focusing on generating narratives about traditional care and support strategies, were recorded and analyzed. It emerged that the IKS care and support interventions still being practised are fundamentally relational and pragmatic pathways of resource management, and include reciprocal donations, shared savings in societies, and partnerships and borrowing/lending. Rather than being outdated vestiges of previous times, these age-old structures continue to function as robust and sophisticated social technologies of care and support.

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Section: Introduction and Rationalementioning

confidence: 94%

Age‐old care and support practices in Southern Africa functioning robustly as sophisticated social technology interventions

Ebersöhn

Loots

Mampane

et al. 2017

Journal Community Psychology

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“…Given the colonial history, local perceptions of legitimacy are also potentially shaped by religious identity. In most countries, state‐sponsored school systems are built upon an existing infrastructure of Christian mission schools, and continue to rely on a private‐public partnership of state‐run and Christian‐church‐run schools (Aikman ; Dilger and Schulz ; Stambach ; Woodberry ). Further, although most states in SSA are officially secular, political discourse is often heavily infused with religious themes, which—with some exceptions in the few Muslim‐majority countries in the region—most often reflect the Christian‐majority worldview (Comaroff and Comaroff ; Mbembe ; Marshall ; Stambach ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…They cite its unclear financial benefits in local subsistence economies, its structure of removing students from the household economy for long periods of time, and its tendency to enhance goal frustration among young people by training them for the types of jobs that only the lucky few receive (Ansell 2004 ; 304 JOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION Buchman Bryceson 2002;Dunne 2007;Hartmann-Mahmud 2011;Schafer 2004). Scholars have also objected to the curriculum that continues to be used in state-sponsored schools in the wake of the colonial education agenda and under the influence of foreign aid, arguing that it is disconnected from the demands of local economies and indigenous modes of knowledge (Aikman 2011;Higgs 2012;Samoff and Carrol 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

Identity, Inequality, and Legitimacy: Religious Differences in Primary School Completion in Sub‐Saharan Africa

Manglos-Weber

2017

Scientific Study of Religion

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This study uses survey data from 17 countries in Sub‐Saharan Africa, along with country‐level indicators, to examine the relationship between religious identity and the odds of completing primary schooling, as a key aspect of socioeconomic inequality. The results reveal a significant and robust schooling disadvantage for Muslims and those of traditional African faiths both relative to Christians at the aggregate level as well as within 13 country samples. This effect is seen in both rural and urban areas and is slightly smaller among men versus women, though it is still large and significant. The effect is also larger in countries in West Africa, with greater Muslim populations, with cooperative church‐state relations, and with mandatory religious education in schools. I interpret these results to indicate greater obstacles to the establishment of the legitimacy of the formal school system among Muslim and traditionalist families and communities, as a still troublesome legacy of the historical links between Christian missionization and the colonial project.

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“…Proponents (Pansiri, 2011;Tabulawa, 2011) argue that centralised education system offers a standardised and homogenised education and enables an equitable distribution of educational resources whereas others (Marginson, 1999;Aikman, 2011) argue that such a system ignores the particularity of local context such as rural areas. So far, initiatives of EFA (Education for All) and Millennium Development Goals to increase schooling in the developing world, including Turkey measured education levels by years of schooling, and concerns regarding the quality specifically in rural areas were often underestimated (Monk, 2007;Molosiwa & Boikhutso, 2016).…”

Section: Introductionmentioning

confidence: 99%

What matters for rural teachers and communities? Educational challenges in rural Turkey

Çiftçi

Cin

2017

Compare: A Journal of Comparative and International Education

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This research looks aims to unearth the educational challenges experienced by teachers and communities in rural Turkey. The research employs Nancy Fraser's three dimensional justice approachdistribution, recognition and participation-to frame these challenges and to argue that rural challenges goes beyond economic rationalities and concerns of infrastructure and resources. The study draws its data from 29 in-depth interviews with 20 teachers working in 16 different villages, 9 interviews with community members and two focus group interviews, one with rural dwelling women and the other with rural dwelling men. The findings point out four significant difficulties that impede community and educational development: scarcity of resources, insufficient understanding of social, cultural and economic contexts that constrain educational attempts, lack of collaboration between teacher and communities, and irrelevant education. The study concludes by scrutinising how these interact with one another marginalising or casting out rural lives.

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Educational and indigenous justice in Africa

Cited by 37 publications

References 5 publications

Age‐old care and support practices in Southern Africa functioning robustly as sophisticated social technology interventions

Age‐old care and support practices in Southern Africa functioning robustly as sophisticated social technology interventions

Identity, Inequality, and Legitimacy: Religious Differences in Primary School Completion in Sub‐Saharan Africa

What matters for rural teachers and communities? Educational challenges in rural Turkey

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