Towards diagnosing and treating cultural dependency: The case of the African university

Mazrui, Alí A.

doi:10.1016/0738-0593(92)90032-h

Cited by 34 publications

(13 citation statements)

References 2 publications

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“…4 In Whose Education for All: The Recolonization of the African Mind, (New York: Falmers Press), Brock-Utne (2000) asserts that the Africans rejected the systems supposedly tailored to their needs and demanded to be educated to exactly the same standards as the Europeans (Brock-Utne 2000, 147). Ali Mazrui (2003) in Africa and Other Civilizations: Conquests and Counter Conquests. (New York: Africa World Press) notes that African universities are mentally dependent on the West and engaged in wholesale imitation of Western educational systems-including the medium of instruction.…”

Section: Language Of Instruction and Dependencymentioning

confidence: 99%

“…The transplantation of the European education system, which lacked any resemblance to the African environment and culture, brought about a distortion in perception in such a way that alienated Africans from the realities of their environment. Mazrui (2003) opines that Western education has eroded several African cultural values, such as reverence for elders, and solidarity between age peers. What is now observable is a forceful attempt to box African identity within social classes as is observable in the West.…”

Section: Culture Education and Dependencymentioning

confidence: 99%

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A Faulty Foundation: Historical Origins of Formal Education Curriculum in Africa

Ezeanya-Esiobu¹

2019

Frontiers in African Business Research

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Section: Language Of Instruction and Dependencymentioning

confidence: 99%

Section: Culture Education and Dependencymentioning

confidence: 99%

A Faulty Foundation: Historical Origins of Formal Education Curriculum in Africa

Ezeanya-Esiobu¹

2019

Frontiers in African Business Research

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“…It was mandatory for the entire student intake to take a full year equivalent course in Development Studies before graduation. In 1972, Edward Rugumayo, then Minister of Education, in a speech he made regarding the appropriate foundation of education curriculum in a post-colonial Uganda, stated that it is expedient for the students to be inculcated with "an independent mind capable of judging and analyzing problems objectively; the ability to live in a collective society with the major aim of serving it; one's loyalty to his motherland in a patriotic and nationalist way" (Mazrui 1978).…”

Section: External Factors and The Role Of Aidmentioning

confidence: 99%

“…Although the new syllabus was presumably an improvement on the previously British colonially imposed one, and supposedly took local issues into account, the Law students would not even accept it, complaining that it was "an American intrusion into the academic process at Dar es Salaam" (Mazrui 1978, 205). Mazrui refers to African universities as "multinational corporations, with their headquarters outside Africa" (Mazrui 1978,…”

mentioning

confidence: 99%

Contemporary Education Curriculum in Africa

Ezeanya-Esiobu¹

2019

Frontiers in African Business Research

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Soon after independence, African countries began to invest heavily in the education sector. This was necessary owing to the very low literacy levels that marked most of the newly independent countries. The granting of independence was earlier delayed by the colonialists who advanced the reason that the uneducated Africans would be unable to effectively manage their own affairs. Soon after independence, therefore, African governments began to invest aggressively in the education sector. In Political Values and the Educated Class in Africa, (Univ. California Press: California 1978), Ali Mazrui asserts that at Independence in Ghana, only about 20% of the country's children were in school. In 5 years, this figure was raised to 85% (Mazrui 1978, 44). This desire to fund education attracted the attention of donors, such as, the United Nations Education, Scientific and Cultural Organization (UNESCO). Most African governments could not afford the enormous funding needed to make education accessible for majority of their populace; the UNESCO was very forthcoming with funding in this regard. As described by the then Director-general of UNESCO, the problem of education in Africa is "far and away the biggest single task facing UNESCO" (Mazrui 1978, 44). From the 1960s and onward, UNESCO's yearly budget gave priority to the funding of the expansion of education in Africa. Zaire (Democratic Republic of Congo) was the first to be allocated the "largest single amount ever devoted in a single year to a single country" (Mazrui 1978, 44). The former colonial powers of Britain and France especially, were also very much involved as donor nations in assisting their ex-colonies to build their education system. These agencies and bilateral relationships provided wider sources of assistance for Africa's deprived education sector, mostly through the provision of teachers, volunteers, shipping of textbooks and school materials and the granting of scholarships to brilliant African children. The United States for example, provided 300 scholarships as an "Independence present" to Zaire (DRC).

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“…This is relevant to the concept of development and development of community-based participation (community-based development participation) and school-based management. However, the most haunting factor and one of the most fundamental and crucial issues in Indonesian education are the low quality of education at every level and unit of education, especially primary and secondary education, especially in the field of PAI in public schools (Mazrui, 1992).…”

Section: Implementation Of Law Number Of 22mentioning

confidence: 99%

Improving Quality of Islamic Education Through Community Based Education: Principal Engagement

Arbi

2018

Jurn. Pend. Islam

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The emergence of a community-based education paradigm is triggered by a large flow of modernization and democratization. Education should be decentralized. Its implementation in schools should be collaborative and the principal has a big role in this program. Therefore, this study aims to examine the involvement or participation of the principal in improving the quality of community-based PAI (Pendidikan Agama Islam/Islamic Education) in junior high school. The data were collected through indepth interview, observation, literature studies and documentation instruments. This study shows that the principal's concern on religious affairs and the improvement of the quality of PAI learning is relatively high. This can be seen from his programs in conducting: recitation on Islamic and national holidays, Ḍuha learning program, tahfidz (one day one verse), daily book of yaumi, tajwid learning, tahsin for teachers, qurban payment collection, motivation program for improving teachers' skills, existing curriculum development, and teaching competence based on social piety program. ABSTRAK Kemunculan paradigma pendidikan berbasis masyarakat dipicu oleh arus besar modernisasi dan demokratisasi. Pendidikan harus dikelola secara desentralisasi, pelaksanaannya di sekolah harus kolaboratif, Kepala Sekolah punya andil besar dalam hal ini. Oleh karenanya, penelitian ini bertujuan untuk mengkaji keterlibatan atau peran serta Kepala Sekolah dalam peningkatan mutu Pendidikan Agama Islam (PAI) berbasis masyarakat di SMP Negeri I Bukitbatu.Data dijaring lewat wawancara mendalam, pengamatan terlibat dan studi kepustakaan serta instrumen dokumentasi. Kajian ini menunjukkan bahwa kepedulian kepala sekolah pada persoalan-persoalan keagamaan dan peningkatan mutu pembelajaran PAI relatif cukup tinggi, terutama kelihatan dari kegiatan-kegiatannya mengadakan program pengajian pada hari-hari besar Islam dan nasional, pengajian Ḍuha, program tahfidz satu hari satu ayat, mengadakan buku amalan yaumi dan buku setoran ayat, program belajar tajwid atau tahsin bagi para guru, program cicilan hewan qurban dan sangat memotivasi para guru untuk memiliki keterampilan, mengembangkan kurikulum yang ada, serta meningkatkan kompetensi mengajar berbasis kesalehan sosial.

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Towards diagnosing and treating cultural dependency: The case of the African university

Cited by 34 publications

References 2 publications

A Faulty Foundation: Historical Origins of Formal Education Curriculum in Africa

A Faulty Foundation: Historical Origins of Formal Education Curriculum in Africa

Contemporary Education Curriculum in Africa

Improving Quality of Islamic Education Through Community Based Education: Principal Engagement

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