Evolving African attitudes to European education: Resistance, pervert effects of the single system paradox, and the ubuntu framework for renewal

Assié-Lumumba, N’Dri Thérèse

doi:10.1007/s11159-016-9547-8

Cited by 21 publications

(5 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The appropriation of western and former colonial education systems by SSA countries have been questioned and critiqued by many—in particular, African scholars (e.g. Assié‐Lumumba, 2016 ; Kanu, 2003 ; Ngũgĩ wa Thiong'o, 1992 ). Uganda's significant investments and policy reforms since 1997 in education have not translated into the expected results with regards to poverty reduction through human capital investment (Datzberger, 2018 ).…”

Section: Uganda's Education Sector Prior To Covid‐19mentioning

confidence: 99%

Intensified inequities: Young people's experiences of Covid‐19 and school closures in Uganda

Datzberger¹,

Parkes²,

Bhatia

et al. 2022

Children & Society

View full text Add to dashboard Cite

Uganda had the longest period of school closures worldwide as a response measure during the Covid-19 pandemic. Drawing on longitudinal qualitative data from the Contexts of Violence in Adolescence Cohort Study (CoVAC) (2018-2023), we examine how this has affected the lives of adolescents in Uganda. Our analysis showcases how intersecting inequities based on socioeconomic circumstances, gender and location have intensified, with detrimental effects on young people's educational paths and life circumstances. Strategies that take the intersections of these inequities into account are urgently needed to help the most disadvantaged and marginalized young people return to school.

show abstract

Section: Uganda's Education Sector Prior To Covid‐19mentioning

confidence: 99%

Intensified inequities: Young people's experiences of Covid‐19 and school closures in Uganda

Datzberger¹,

Parkes²,

Bhatia

et al. 2022

Children & Society

View full text Add to dashboard Cite

show abstract

“…Local examples of conflict resolution are given (for example, Gacaca courts in Rwanda). This reflects a wider awareness of the need for 'glocal' solutions (Mampane et al, 2018) in this case finding within local wisdom an approach to the global, for example the use of the goodwill-based 'ubuntu' framework as a paradigm for reconciliatory (or inclusive) narratives as evaluated in the decolonising literature of Assié-Lumumba (2016) and Brock-Utne (2016). Neocolonialism from China and other parts of Asia is also mentioned.…”

Section: Discussionmentioning

confidence: 99%

Dialogues over decolonisation in East Africa: A case study of history education in Uganda

Sebbowa¹,

Majani²

2021

HEJ

View full text Add to dashboard Cite

This paper investigates History education in Uganda by interrogating data emerging from interviews with secondary History teachers. Two strands of literature are brought to the data analysis: one strand relates to how decolonisation has been conceptualised in interpretations of History education in Uganda; a second strand relates to what the most appropriate pedagogies might be to underpin History teaching and learning in this postcolonial setting. The pedagogical text is informed by the work of Bruner, Vygotsky and Hedegaard. This work feeds into reflections on how mutuality (Boyanton, 2015) and opportunities for dialogue, ownership and internalisation might be established and developed. We explore how psychological, social, emotional and cultural aspects of learning play a part in establishing a link between identity, relevance and significance which takes into account how teachers and learners give and receive value through a search for authenticity. The research findings confirm the need for students to be able to see themselves in the narrative, but they also include recognition of a broader imperative to understand the personal and local within wider regional and global contexts.

show abstract

“…There is also significant scholarly and activist work to decolonize and de-westernize formal education, expressed among others in anticolonial scholarship on schooling (e.g. : Assié-Lumumba, 2016Sefa Dei, 2004); the ''Rhodes must Fall" movements; or in the work of intellectuals and activists like Gustavo Esteva, Vandana Shiva, Helena Norberg-Hodge or Manish Jain, to give only very few examples. However, apart from a few piecemeal projects, this critique has not been seriously taken into account by decision makers in mainstream practices and policies in education and so-called international development.…”

Section: How Modernization Formal Education and Violence Intersectmentioning

confidence: 99%

Lost in transition? Modernization, formal education and violence in Karamoja

Datzberger

2022

World Development

View full text Add to dashboard Cite

Evolving African attitudes to European education: Resistance, pervert effects of the single system paradox, and the ubuntu framework for renewal

Cited by 21 publications

References 4 publications

Intensified inequities: Young people's experiences of Covid‐19 and school closures in Uganda

Intensified inequities: Young people's experiences of Covid‐19 and school closures in Uganda

Dialogues over decolonisation in East Africa: A case study of history education in Uganda

Lost in transition? Modernization, formal education and violence in Karamoja

Contact Info

Product

Resources

About