The Palgrave Handbook of African Education and Indigenous Knowledge
The Palgrave Handbook of African Education and Indigenous Knowledge
复制标题
非洲教育和土著知识帕尔格雷夫手册
DOI：
10.1007/978-3-030-38277-3
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发表时间：
2020
影响因子：
7.4
通讯作者：
L. Yardley
中科院分区：
文献类型：
--
作者：
I. Muller;A. Rowsell;B. Stuart;V. Hayter;P. Little;K. Ganahl;G. Müller;G. Doyle;P. Chang;C. Lyles;D. Nutbeam;L. Yardley
教育通常被定义为一代人将其文化传给下一代的整个过程，或人们准备在其环境中有效和高效地生活的过程。换句话说，在伊斯兰教时代之前，东非的土著教育是一个贯穿一生的过程，不受时间、地点或任何特定人群的限制。作为一个全社会的系统，它是为每一个成员和环境以及社会经济和政治制度是其内容的来源。这是一种不仅面向工作，而且强调服务方面的教育，因为作为对团体忠诚的一部分，个人被敦促和期望为社区的利益有强烈的服务义务感。土著教育也具有很强的社会层面，其最终目标是使个人融入社会，以求得生存。最重要的是，它不仅灌输实用的生活技能，而且使人们认识和了解自己在社会中的地位、作用以及环境为个人和社区提供了什么。本章探讨了土著教育的概念和意义、机构组织、教育目标和内容、教师和学习策略以及评估。它讨论了土著教育的持久性和衰落。在其中一些方面，本章从东非主要社区中汲取了一些例子，其中包括：乌干达的巴干达和阿乔利;坦桑尼亚的查加和恩戈尼;肯尼亚的吉库尤等。
Education is often defined as a whole process by which one generation transmits its culture to the succeeding generation or a process by which people are prepared to live effectively and efficiently in their environment. In other words, Indigenous education in East Africa before the era of Islam was a process which went on throughout life and not limited to time, place, or to any particular group of people. As a society-wide system, it was for every member and the environment as well as the socioeconomic and political institutions were as the sources of its content. It was an education that was not only work-oriented but stressed the aspect of service as an individual was urged and expected as part of group loyalty to have a strong sense of obligation of service for the benefit of the community. Indigenous education had also a strong social dimension whose ultimate goal was to integrate an individual into society for its survival. Above all, it did not only inculcate practical skills for living, but also to enable one to achieve awareness and understanding of one’s place in society, roles and what the environment offered for personal and community utilization. This chapter explores the concept and meaning of Indigenous education, institutional organization, educational goals and content, teachers and learning strategies, and assessment. It discusses the permanence and decline of Indigenous education. On some of these aspects, the chapter draws examples from major East African communities that include: Baganda and Acholi of Uganda; Chagga and Ngoni of Tanzania; and Gikuyu of Kenya among others.