The 21st Century Educated African Person and the Loss of Africans’ Educational Identity: Towards an Afro Education Model

Abstract

Africa like other parts of the world strongly believes in the axiom of education per excellence, that is, African nations share in the vision of education as a pivot for social change and integrated development. However review of literature shows a discontent from some African scholars over the practice of Western formal education on the Continent of Africa. This discontent stems from the belief that Western formal education destroys Africa; resulting into the loss of Africans' educational identity, underdevelopment, moral decadence and cultural erosion. Several concerns emerge in the light of this discontent: 1).What is Education? 2).Who is an educated person? 3) Who is responsible for Africans loss of educational identity? This paper engages a critical appraisal and review of this discontent with the intentions of arriving at an understanding of the 21 st Key Words: Africa, Colonialism, Culture, Development, Education, European, Schooling Century educated African Person and proposes an educational model for Africa in this regard.

Exploring the significance of toponyms in the university linguistics curriculum: insights from Kibera in Kenya and Sabalibougou in Mali

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Indigenous social work education interventions: A viable path to a culturally friendly social work service delivery in South Africa

“…Pockets of evidence presented in the discussion of this chapter attest that social work interventions, methods, skills, values and principles in numerous African settings continue to yield meagre results because they are not indigenously grounded (Amukowa & Ayuya, 2013) and Western-based social work education appears to 12 214 Critical Social Work Studies in South Africa: Prospects and Challenges be socially, culturally and developmentally unfriendly among African communities (Kalinganire, Gilkey & Haas, 2017;Osei-Hwedie & Rankopo, 2008). This prompts the need to work towards strengthening indigenous social work education and its knowledge base and values because indigenisation introduces rich local knowledge, experiences and ideas to all spheres of life (Ogungbure, 2013), is people-centric and adds significant social value (Kajiita & Kang'ethe, 2020).…”

Issues and Management of Islamic Education in a Global Context

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