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Originally published in 1975, this book was something of a pioneering study. It examines the three main traditions of African educational development – indigenous, Islamic and ‘Western’ – and the resulting harmonies and conflicts that arise from these traditions. Its contributors are all specialists writing about their own particular area of interest covering many countries of tropical Africa. They include a number of well-known African scholars as well as some comparatively new names in the field of African Studies at the time. A feature of the book is the attention that it gives to the education of women – an aspect of ‘nation-building’ that had often been rather neglected. This study is an inter-disciplinary work, calling into contribution History, Sociology, Anthropology, Law, Linguistics, and Medicine, as well as Education. It seeks to show how complex the educational situation is in Africa – and how this complexity needs to be appreciated as a background to educational planning. Nobody who has read this volume will be inclined to dismiss educational reform in Africa as ‘a relatively simple matter’ – a point of view too frequently implied by those who have not studied the subject in depth. ‘Off with the old – on with the new’ cannot be so easily implemented as critics within and without the continent sometimes seem to think. More constructively, however, this volume provides many useful insights into ways in which social tension may be reduced and harmony promoted in, and through, education. Although it is likely to be of most immediate value to those who are concerned with African education and its administration (especially in teacher-education), the book constitutes a significant contribution to understanding problems of ‘development’.
With the prevailing violent conflict situation of our world, perpetuated sometimes even in the name of religion, humanity today faces extinction. To reverse this ugly trend, humanity has no choice than to build a society where every tribe and tongue can coexist in peace. This work analyzed the violent conflicts from anthropological, behavioral, politico-philosophical, and theological perspectives, and makes a demand on humanity to save herself through proper education and dialogue with all men and religions. Lotanna Olisaemeka is a researcher in Missiology affiliated with the Philosophisch-Theologische Hochschule, Vallendar, Germany.
The Anthropology of Learning in Childhood offers a large, mural-like portrait of childhood across time, culture, species, and environment. Even a casual reading of the literature on childhood will persuade one that learning is a very important topic that commands the attention of tens of thousands of scholars and practitioners. Yet, anthropological research on children has exerted relatively little influence on this community. This book will change that. The book demonstrates that anthropologists studying childhood can offer a description and theoretically sophisticated account of children's learning and its role in their development, socialization, and enculturation. Further, it demonstrates the particular contribution that children's learning makes to the construction of society and culture as well as the role that culture-acquiring children play in human evolution. Chapters have been contributed in archaeology, primatology, biological and cultural anthropology, and cross-cultural psychology.
Political, economic, technological and cultural changes have taken place all over the globe, changes which have transformed the meanings of citizenship and citizenship education. This volume represents an effort to analyze the implications of these changes.
The contributors to Embodying Black Religions in Africa and Its Diasporas investigate the complex intersections between the body, religious expression, and the construction and transformation of social relationships and political and economic power. Among other topics, the essays examine the dynamics of religious and racial identity among Brazilian Neo-Pentecostals; the significance of cloth coverings in Islamic practice in northern Nigeria; the ethics of socially engaged hip-hop lyrics by Black Muslim artists in Britain; ritual dance performances among Mama Tchamba devotees in Togo; and how Ifá practitioners from Mexico, Colombia, Venezuela, Trinidad, and the United States join together in a shared spiritual ethnicity. From possession and spirit-induced trembling to dance, the contributors outline how embodied religious practices are central to expressing and shaping interiority and spiritual lives, national and ethnic belonging, ways of knowing and techniques of healing, and sexual and gender politics. In this way, the body is a crucial site of religiously motivated social action for people of African descent. Contributors. Rachel Cantave, Youssef Carter, N. Fadeke Castor, Yolanda Covington-Ward, Casey Golomski, Elyan Jeanine Hill, Nathanael J. Homewood, Jeanette S. Jouili, Bertin M. Louis Jr., Camee Maddox-Wingfield, Aaron Montoya, Jacob K. Olupona, Elisha P. Renne
Colonial education was instituted in Sierra Leone as a consequence of the activities of British philanthropic and missionary bodies from the late 19th to mid 20th century. It was largely in the hands of Christian missionaries introduced in the form of evangelism and as part of Western missionary enterprise. Such education basically ignored the achievements and contributions of the indigenous populations and for the most part, did not cultivate the African student's self-esteem and pride. The author gives details of policies, programmes and statistical outcomes. It is important, particularly for policy makers, as it may serve as input to the debate on future education policy development and has the potential for contributing to research literature on implementation of educational policies. Sierra Leoneans should access the previously lacking and relevant knowledge of the development of education during the fifty years of Independence, as presented in this book. As such, it will also be a valuable resource for college and university lecturers.
This collection of articles grows out of a symposium on the subject of women and work in Africa held on the Urbana-Champaign campus of the University of Illinois in the spring of 1979. The organizing committee for that program sought first, to update the field of economic studies of women in Africa and second, to provide a forum for the exchange and stimulation of ideas among scholars and professionals concerned for women in Africa. The publication here of the majority of the symposium papers represents a logical final step in the fulfillment of the objectives of the symposium program committee.
This book examines the social, cultural, economic, and political transformations that have occurred among southern Sudanese women refugees as they experience life in Cairo, Egypt. It intends to show how these women use their newly acquired skills and knowledge to challenge their past and to challenge the image of women refugees as victims and dependents. The author counters previous literature's tendency to categorize these women as victimized, dependent and backwards, rather than recognizing their strength and contributions to their new societies.
In a global context of widespread fears over Islamic radicalisation and militancy, poor Muslim youth, especially those socialised in religious seminaries, have attracted overwhelmingly negative attention. In northern Nigeria, male Qur'anic students have garnered a reputation of resorting to violence in order to claim their share of highly unequally distributed resources. Drawing on material from long-term ethnographic and participatory fieldwork among Qur'anic students and their communities, this book offers an alternative perspective on youth, faith, and poverty. Mobilising insights from scholarship on education, poverty research and childhood and youth studies, Hannah Hoechner describes how religious discourses can moderate feelings of inadequacy triggered by experiences of exclusion, and how Qur'anic school enrolment offers a way forward in constrained circumstances, even though it likely reproduces poverty in the long run. A pioneering study of religious school students conducted through participatory methods, this book presents vital insights into the concerns of this much-vilified group.
The primary objective of this book is to understand the nature of the Boko Haram insurgency in northeast Nigeria. Boko Haram’s goal of an Islamic Caliphate, starting in the Borno State in the North East that will eventually cover the areas of the former Kanem-Borno Empire, is a rejection of the modern state system forced on it by the West. The central theme of this volume examines the relationship between the failure of the state-building project in Nigeria and the outbreak and nature of insurgency. At the heart of the Boko Haram phenomenon is a country racked with cleavages, making it hard for Nigeria to cohere as a modern state. Part I introduces this theme and places the Boko Haram insurgency in a historical context. There are, however, multiple cleavages in Nigeria ̶ ethnic, regional, cultural, and religious ̶ and Part II examines the different state-society dynamics fuelling the conflict. Political grievances are common to every society; however, what gives Boko Haram the space to express such grievances through violence? Importantly, this volume demonstrates that the insurgency is, in fact, a reflection of the hollowness within Nigeria’s overall security. Part III looks at the responses to Boko Haram by Nigeria, neighbouring states, and external actors. For Western actors, Boko Haram is seen as part of the "global war on terror" and the fact that it has pledged allegiance to ISIS encourages this framing. However, as the chapters here discuss, this is an over-simplification of Boko Haram and the West needs to address the multiple dimension of Boko Haram. This book will be of much interest to students of terrorism and political violence, insurgencies, African politics, war and conflict studies, and IR in general.