Knowledge and educational dependency

Woodhouse, Howard

doi:10.1007/bf01807205

Cited by 8 publications

(1 citation statement)

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“…On the other hand, girls from middle and upper social classes still tend to be more successful academically than boys from lower social class backgrounds. They often find themselves successful not only in high school but also in university, usually in faculties of arts and education, but also in science, medicine, and law (Woodhouse, 1985(Woodhouse, , 1987. What is unusual about the women participants in our study is that several of them from lower socio-economic backgrounds had succeeded in high school at all, let alone in science.…”

Section: Social Classmentioning

confidence: 88%

Women and science education in Cameroon: Some critical reflections

Woodhouse

Ndongko

1993

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Ten Cameroonian women were interviewed in order to find out how they had managed to become scientists and science educators. We talked to them about the kinds of support they had been given by their families, how science was taught in schools both in the past and at present, and whether or not they thought it possible to integrated science and African traditional thought in schools and universities. We used a framework incorporating the concepts of gender and social class in order to interpret their views. On this basis, we understood why these women tended to underestimate the importance of institutional discrimination in science and to conceive of the norms of professionalism as unsurpassable. In contrast, we suggest that women in Cameroon will only be able to participate fully when their own experience and ways of knowing are incorporated into the teaching and structures of science.

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Section: Social Classmentioning

confidence: 88%

Women and science education in Cameroon: Some critical reflections

Woodhouse

Ndongko

1993

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An example of analytical dependency—A reply to Howard Woodhouse

Táíwò

1985

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Knowledge and Educational Dependency—A reply to Mclean and Taiwo

Woodhouse¹

1985

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First, Mclean accuses me of waffling on which formulation of dependency theory I accept. As a result of this ambiguity, he attributes to me certain views of dependency which I do not espouse but which I might have, had I actually accepted the brand of dependency theory that he ascribes to me. I think that he is correct to point out that there is an ambiguity in the article over which strand of dependency theory is correct. I thought that my reservations about earlier formulations of dependency theory (Woodhouse, 1985, p. 7), where I actually refer to Mclean's (1983) own critique, would have been enough to warn the discriminating reader that Gunder-Frank (1967) and his Africanist followers, such as Walter Rodney (1981) and Martin Carnoy (1975), cut no ice with me. That is, the "stronger" account of dependency, which sees every developing country as completely dependent upon the metropolitan powers a priori, I believe to be false. As Mclean points out in his reply, this view sees the indigenous elite in any developing country as powerless to effect change that will benefit the majority of its citizens:At a general level, local elites have no possibility for independent political action. At an educational level, all the knowledge they value is centre-created or centre-derived. (p. 53)As Mclean goes on to point out, this view underestimates both the capacities and the traditions of knowledge that inform not only the indigenous elites, but also the people in the developing world as a whole. The tendency, then, is to see the people of the developing world as mere pawns in the game-plans of the evil leaders of the developed world. The view is simplistic, naive, and ideological, in precisely Marx's sense. I shall return to my reasons for this assertion in due course. Perhaps I should have followed the example of Paul Hurst (1984)

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Knowledge and educational dependency

Cited by 8 publications

References 9 publications

Women and science education in Cameroon: Some critical reflections

Women and science education in Cameroon: Some critical reflections

An example of analytical dependency—A reply to Howard Woodhouse

Knowledge and Educational Dependency—A reply to Mclean and Taiwo

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