African Proverbs as Epistemologies of Decolonization calls for a rethinking of education by engaging African proverbs as valuable and salient epistemologies for contemporary times. The book addresses the pedagogic, instructional, and communicative relevance of African proverbs for decolonizing schooling and education in pluralistic contexts by questioning the instructional, pedagogic, and communications lessons of these proverbs and how they can be employed in the education of contemporary youth. It presents a critical discursive analysis of proverbs from selected African contexts, highlighting the underlying knowledge base that informs these cultural expressions. Explore alongside the book the ways in which these Indigenous teachings can be engaged by schools and educators to further the objective of decolonizing education by providing a framework for character education. This character-based framework equips the learner to be knowledgeable about power, equity, ethics and morality, and to develop a conscience for social responsibility, as well as to embrace traditional notions of self-discipline, probity, and hard work. This text goes beyond the mere documentation of proverbs to tease out how embedded knowledge and cultural referents in these knowledge bases and systems are critical for transforming education for young learners today.

This book is a timely addition to debates and explorations on the epistemological relevance of African proverbs, especially with growing calls for the decolonisation of African curricula. The editors and contributors have chosen to reflect on the diverse ways of being and becoming African as a permanent work in progress by drawing inspiration from Chinua Achebe's harnessing of the effectualness of oratory, especially his use of proverbs in his works. The book recognises and celebrates the fact that Achebe's proverbial Igbo imaginations of being and becoming African are compelling because they are instructive about the lives, stories, struggles and aspirations of the rainbow of people that make up Africa as a veritable global arena of productive circulations, entanglements and compositeness of being. The contributions foray into how claims to and practices of being and becoming African are steeped in histories of mobilities and a myriad of encounters shaped by and inspiring of the competing and complementary logics of personhood and power that Africans have sought and seek to capture in their repertoires of proverbs. The task of documenting African proverbs and rendering them accessible in the form of a common hard currency with fascinating epistemological possibilities remains a challenge yearning for financial, scholarly, social and political attention. The book is an important contribution to John Mbiti's clarion call for an active and sustained interest in African proverbs.

This handbook explores the evolution of African education in historical perspectives as well as the development within its three systems–Indigenous, Islamic, and Western education models—and how African societies have maintained and changed their approaches to education within and across these systems. African education continues to find itself at once preserving its knowledge, while integrating Islamic and Western aspects in order to compete within this global reality. Contributors take up issues and themes of the positioning, resistance, accommodation, and transformations of indigenous education in relationship to the introduction of Islamic and later Western education. Issues and themes raised acknowledge the contemporary development and positioning of indigenous education within African societies and provide understanding of how indigenous education works within individual societies and national frameworks as an essential part of African contemporary society.

A vital resource for educators, this collection offers refl ections on and samples of units and lessons with an anti-racism orientation that promote inclusive educational practices for today’s increasingly diverse K–12 classrooms. Engaging with multicentric cultural knowledges and stories, the contributors—consisting of classroom teachers, community workers, and adult educators—present units and lesson plans that challenge the Eurocentricity of curriculum design while also having practical applicability within various North American curricular models. These curriculum designs make space for students’ lived experiences inside the classroom and amplify critical social values, such as community building, social justice, equity, fairness, resistance, and collective responsibility, thereby addressing the issue of youth disengagement and promoting productive inclusion. Rich with sample units and lessons that are grounded in African oral traditions, this ground-breaking resource features critical guiding questions, suggestions for ongoing and culminating classroom activities, templates and resources, and notes to the teacher. Centering African Proverbs, Indigenous Folktales, and Cultural Stories in Curriculum is an essential tool for practising teachers, professional learning providers, and students in education and teaching programs across Canada and the United States.

Uses textual and visual materials on the 'Self' to understand how African ways of thinking shape the nature of societies.

In the 1960s Black Studies emerged as both an academic field and a radical new ideological paradigm. Editors Molefi Kete Asante and Ama Mazama (Black Studies, Temple U.), both influential and renowned scholars, have compiled an encyclopedia for students, high school and beyond, and general readers. It presents analysis of key individuals, events, a

Africa is the birthplace of humanity and civilization. And yet people generally don’t want to accept the scientific impression of Africa as the birthplace of human civilization. The skeptics include Africans themselves, a direct result of the colonial educational systems still in place across Africa, and even those Africans who acquire Western education, particularly in the humanities, have been trapped in the symptomatology of epistemic peonage. These colonial educational systems have overstayed their welcome and should be dismantled. This is where African agency comes in. Agential autonomy deserves an authoritative voice in shaping the curricular direction of Africa. Agential autonomy implicitly sanctions an Afrocentric approach to curriculum development, pedagogy, historiography, literary theory, indigenous language development, and knowledge construction. Science, technology, engineering, mathematics?information and communications technology (STEM-ICT) and research and development (R&D) both exercise foundational leverage in the scientific and cultural discourse of the kind of African Renaissance Cheikh Anta Diop envisaged. “Mr. Francis Kwarteng has written a book that looks at some of the major distortions of African history and Africa’s major contributions to human civilization. In this context, Mr. Kwarteng joins a long list of thinkers who roundly reject the foundational Eurocentric epistemology of Africa in favor of an Afrocentric paradigm of Africa’s material, spiritual, scientific, and epistemic assertion. Mr. Kwarteng places S.T.E.M. and a revision of the humanities at the center of the African Renaissance and critiques Eurocentric fantasies about Africa and its Diaspora following the critical examples of Cheikh Anta Diop, Ama Mazama, Molefi Kete Asante, Abdul Karim Bangura, Theophile Obenga, Maulana Karenga, Mubabingo Bilolo, Kwame Nkrumah, Ivan Van Sertima, W.E.B. Du Bois, and several others. Readers of this book will be challenged to look at Africa through a critical lens.” Ama Mazama, editor/author of Africa in the 21st Century: Toward a New Future “There are countless books about the evolution of European intellectual thought but scarcely any that captures the pioneering contributions of Africans since the beginning of recorded knowledge in Kmet, a.k.a. Ancient Egypt. Well, that long drought has ended with the publication of Kwarteng's An Intellectual Biography of Africa: A Philosophical Anatomy of Advancing Africa the Diopian Way. Prepare to be educated.” Milton Allimadi, author of Manufacturing Hate: How Africa Was Demonized in the Media

Connecting cultures to educational settings is an essential component of critical pedagogy. This book addresses many of the key issues and challenges in decolonizing the African school curriculum. It highlights important philosophical arguments on the challenges and possibilities of achieving these goals in a meaningful manner. Topics covered in the book include: operationalizing the key terms of “inclusion” and “curriculum” strategies for Africanizing the school curriculum, and the implications of local knowledge for schooling reform This book also raises a variety of key questions: how do we frame an inclusive anti-colonial African future and what is the nature of the work required to collectively arrive at that future? what education are learners of today going to receive and how will they apply it to their schooling and work lives? how do we re-fashion our work as African educators and learners to create more relevant understandings of what it means to be human? how do we challenge colonizing and imperializing relations of the academy? What are the possibilities and limits of counter-visions of education? how do we make school curricula inclusive through teaching, research and graduate training in questions of Indigeneity and multi-centric ways of knowing? The book identifies specific areas of an “inclusive/decolonized curriculum agenda” through educational programming and reform. It is essential reading to any student or teacher concerned about understanding the many facets of an African school curriculum. Perfect for courses such as: Principles of Anti-Racism Education | Anti-Colonial Thought: Pedagogical Implications | Indigenous Knowledge and Decolonization: Pedagogical Implications | Modernization, Development and Education in African Contexts | African Systems of Thought | Introduction to African Studies

This volume explores the importance of inter-generational oral culture and stories that transcend time, space, and boundaries transmitted historically from one generation to the next through proverbs, idioms, and folklore tales in different geographical and spatial contexts. These important stories and their embedded life lessons are introduced, explained, and supplemented with pre and post educational activities and lesson plans to be used as learning resources. The centering of orality as a tool and medium for educating the future generation is a reclamation and reaffirmation of Indigeneity, Indigenous knowledges. and non-hegemonic approaches to support students in a socio-culturally sustaining manner. Through this understanding, this book explores the interconnectedness between culture, traditions, language, and way of life through oral storytelling, sharing, and listening.

This book provides solutions that address the question: how to decolonize Technology Education.