Educational reconstruction and post-colonial curriculum development: A comparative study of four African countries
Educational reconstruction and post-colonial curriculum development: A comparative study of four African countries
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教育重建与后殖民课程开发：四个非洲国家的比较研究
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
D. Woolman
中科院分区：
文献类型：
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作者：
D. Woolman
现代非洲的国家建设面临着融合多元文化传统的挑战。继承下来的教育制度在很大程度上起到了维持依附和精英主义的殖民秩序的作用，对其进行改革是这项任务的一个重要部分。从19世纪末到现在，非洲批判理论家一直倡导重建课程，以反映土著传统、社会变革和赋权。本文考察了独立以来肯尼亚、马里、莫桑比克和尼日利亚等国的非洲改革思想和课程发展。比较分析的重点是将非洲文化、历史和语言纳入课程和方法的创新。最后，非洲的倡议与重建理论相对比，将传统文化与现代化的要求相结合。
Nation-building in modern Africa has faced the challenge of integrating multicultural traditions. Reform of inherited educational systems that largely functioned to maintain the colonial order of dependency and elitism has been an essential part of this task. Reconstruction of curriculum to reflect indigenous traditions, social change and empowerment was advocated by African critical theorists from the late 19 century to the present. This paper surveys African reform thought and curriculum development in Kenya, Mali, Mozambique and Nigeria since independence. Comparative analysis focuses on the inclusion of African culture, history and language in curriculum and innovation in methodology. Finally, African initiatives are contrasted with reconstructionist theory that integrates traditional culture with the demands of modernisation.