Suchergebnisse

CONTENTS -- FOREWORD -- PREFACE -- ACKNOWLEDGEMENTS -- LIST OF TABLES -- LIST OF FIGURES -- INTRODUCTION: Africa in the Global Space -- AFRICA IN THE GLOBAL ECONOMIC SPACE -- FOREIGN AID AND ASSISTANCE DEVELOPMENT -- EDUCATION FOR DEVELOPMENT -- AFRICAN STABILITY IN THE GLOBAL SPACE -- ORGANISATION OF THE BOOK -- REFERENCES -- SECTION I: NATION-STATE, IMMIGRATION AND THE DIASPORA -- 1. THE AFRICAN STATE: Can the Future be Stable? -- INTRODUCTION -- STATEHOOD AND THE DIFFICULTY OF CREATING STATES -- COPING WITH THE COMPOSITION AND DIVERSITY OF STATES -- ESTABLISHING DEMOCRACY AND HUMAN RIGHTS IN AFRICAN STATES -- THE CHALLENGES OF REFORMING AFRICAN STATES -- CONCLUSIONS -- NOTES -- REFERENCES -- 2. TRIALS OF NATIONAL COHESION: Root Causes of Violence in Côte d´Ivoire -- INTRODUCTION -- FROM 'AKANITÉ' TO 'IVOIRITÉ' OR THE NORTH-SOUTH DIVIDE -- ETHNO-RELIGIOUS UNDERPINNINGS OF 'IVOIRITÉ' -- "IVOIRITÉ," ITS IMPLICATION AND VIOLENCE -- CONCLUSION -- NOTES -- REFERENCES -- 3. WORKING WITH AFRICAN COMMUNITIES IN THE DIASPORA THROUGH A UNIVERSITY-COMMUNITY FRAMEWORK: A Community Development Model -- INTRODUCTION -- DEFINING UNIVERSITY-COMMUNITY COLLABORATION -- THE ROLE OF THE UNIVERSITY IN THE COMMUNITY -- AFRICANS IN ONTARIO AND CANADA -- UCC WITH AFRICAN COMMUNITIES: MOBILISING LEADERS -- IMPORTANCE OF COMMUNITY DEVELOPMENT -- LESSONS LEARNED -- CONCLUSION -- REFERENCES -- 4. GLOBALISATION, GLOBALISED LABOUR MARKETS: Migration and Translocations in Sub-Saharan Africa -- INTRODUCTION -- GLOBALISATION AND LABOUR MARKETS -- GLOBALISED MIGRATION AND TRANSLOCATIONS -- TRANSLOCATIONS AND TRANS-CITIZENSHIP -- IMMIGRATION IN SUB-SAHARAN AFRICA -- CONCLUSION -- REFERENCES -- SECTION II: CHALLENGES AND PROPOSITIONS TO DEVELOPMENT -- 5. EDUCATION FOR DEVELOPMENT: An Africanist Postcolonial Perspective -- INTRODUCTION -- A COMPROMISED MEANING OF DEVELOPMENT

The book represents a contribution to policy formulation and design in an increasingly knowledge economy in Zimbabwe. It challenges scholars to think about the role of education, its funding and the egalitarian approach to widening access to education. The nexus between education, democracy and policy change is a complex one. The book provides an illuminating account of the constantly evolving notions of national identity, language and citizenship from the Zimbabwean experience. The book discusses educational successes and challenges by examining the ideological effects of social, political and economic considerations on Zimbabwe's colonial and postcolonial education. Currently, literature on current educational challenges in Zimbabwe is lacking and there is very little published material on these ideological effects on educational development in Zimbabwe. This book is likely to be one of the first on the impact of social, political and economic meltdown on education. The book is targeted at local and international academics and scholars of history of education and comparative education, scholars of international education and development, undergraduate and graduate students, and professors who are interested in educational development in Africa, particularly Zimbabwe. Notwithstanding, the book is a valuable resource to policy makers, educational administrators and researchers and the wider community. Shizha and Kariwo's book is an important and illuminating addition on the effects of social, political and economic trajectories on education and development in Zimbabwe. It critically analyses the crucial specifics of the Zimbabwean situation by providing an in depth discourse on education at this historical juncture. The book offers new insights that may be useful for an understanding of not only the Zimbabwean case, but also education in other African countries. Rosemary Gordon, Senior Lecturer in Educational Foundations, University of Zimbabwe Rangingin temporal scope from the colonial era and its elitist legacy through the golden era of populist, universal elementary education to the disarray of contemporary socioeconomic crisis; covering elementary through higher education and touching thematically on everything from the pernicious effects of social adjustment programmes through the local deprofessionalization of teaching, this text provides a comprehensive, wide ranging and yet carefully detailed account of education in Zimbabwe. This engagingly written portrayal will prove illuminating not only to readers interested in Zimbabwe's education specifically but more widely to all who are interested in how the sociopolitical shapes education- how ideology, policy, international pressures, economic factors and shifts in values collectively forge the historical and contemporary character of a country's education. Handel Kashope Wright, Professor of Education, University of British Columbia

The school curriculum in postcolonial Sub-Saharan Africa experiences challenges that are a legacy of colonial education that remained in place decades after political decolonization. The case for African school curriculum is contentious in contemporary Africa because it negates the voices of African indigenous populations. Despite the advent of decolonization that started in the 1960s, African education systems mirror colonial education paradigms inherited from former colonial govern- ments. Colonial education was hegemonic and disruptive to African cultural practices, indigenous knowledges (IKs) and ways of knowing. Prior to colonization, Africans were socialized and educated within African indigenous cultural contexts. With the advent of colonization, traditional institutions of knowledge started disappearing due to cultural repression, misrepresentations, misinterpretations and devaluation. Postcolonial educations systems in Sub-Saharan Africa should reclaim Indigenous voices through curriculum reforms. This paper explores the possibilities of reclaim- ing IKs in postcolonial Sub-Saharan African schools and the challenges in revisiting indigenous discourses on school knowledge. The paper argues that it is through the implementation and integration of IKs in schools that students, parents and communities can reclaim their voices in the process of educating the African child.

In Zimbabwe the need to incorporate indigenous knowledge in science education to reflect local cultural settings cannot be overemphasized. Current policies on science are situated in Western cultural definitions, thus marginalizing indigenous knowledge, which is misconceived as irrational and illogical. This study used qualitative research methods. Ten teachers were purposively selected and interviewed to gain their insights into problems faced in incorporating indigenous knowledge into science teaching. The study found that the problems were attitudinal, institutional, and systemic. Teachers were found to be conservative "gatekeepers" who exhibited negative attitudes toward indigenous science and supported maintaining the teaching of Western science. The study suggests reforming and transforming science curriculum, policymaking, and teacher education to promote cross-cultural science in Zimbabwean primary schools. ; Il est impossible d'exagérer le besoin, au Zimbabwe, d'intégrer des connaissances autochtones dans le programme d'études en sciences afin de refléter le milieu culturel local. Les politiques en vigueur relatives aux sciences se situent dans une optique culturelle occidentale, ce qui marginalise les connaissances autochtones, considérées comme étant irrationnelles et illogiques. Cette étude s'appuie sur des méthodes de recherche qualitatives. Dix enseignants ont été retenus par échantillons au jugé pour passer des entrevues portant sur leurs perspectives des problèmes liés à l'intégration des connaissances autochtones dans l'enseignement des sciences. Les résultats indiquent que les problèmes sont de nature attitudinale, institutionnelle et systémique. Les enseignants sont des 'portiers' conservateurs dont les attitudes négatives face aux connaissances scientifiques autochtones maintiennent en place les programmes d'études basés sur les sciences de l'Occident. Nous proposons des réformes relatives aux programmes d'études en sciences, à l'élaboration des politiques et à la formation des enseignants de sorte à promouvoir un enseignement transculturel des sciences au primaire au Zimbabwe.

"Voluntary and involuntary human mobility in the form of migration is a natural human phenomenon which has been a central feature from the ancient times into the modern times. While the boundaries between voluntary and involuntary migrants are blurred, voluntary migrants in the context of this book refer to those who migrate out of their own free choice based on socioeconomic considerations while involuntary migrants are forced to leave their country out of fear of persecution or insecurity caused by political violence or civil and military strife. In this book, the terms, 'newcomer', 'foreign born' and 'migrant' and 'immigrant' are used interchangeably and refer to those who were born in another country and later emigrated to another country as permanent residents (later becoming citizens), asylum seekers and refugees. Migration is an increasing challenge faced by countries, institutions and individuals in both sending and receiving countries. In countries where there is a large inflow of immigrants, migration has created a multiple-origin, transnationally connected, socio-economically differentiated and legally stratified demographic landscape which lends itself to a description of superdiverse societies (Jensen & Gidley, 2014; Vertovec, 2007). Most industrialized countries - mostly in the Global North - are experiencing low birth rates and are dependent on immigrants to satisfy their job market and population growth while less developed nations - mostly in the Global South - are experiencing low economic growth, inadequate socioeconomic opportunities. These social and economic challenges are presently the cornerstone of migration, transnationalism and transnationality"--

Yoruba Idealism questions, debates, and redefines the assumed epistemology in Yoruba idealism. It is a work in two parts. The first is built around a study of divinity–philosopher Orunmila, the mentalist, the father of Yoruba idealism, and the cultivator of Ifa–Ife Divination. This project, the first of its kind, sheds new light on the nature of Yoruba culture. The author's central argument is that the Yoruba people are idealists by nature. Combining indigenous knowledge with the wisdom of Orunmila, the author defines Yoruba idealism as the ideal purpose of life, the search for the meaning of life, and the yearning for the best in life.The second part, The Mystic Land: Path to Initiation and Idealism, features Kinedi, a fifteen-year-old boy from Las Palmetto, the capital of Zala, who journeys to the Altar of Light and Idealism in order to be initiated, gain knowledge, and comprehend the value of idealism, in addition to obtaining the key of life. This book is the first of its kind and is an important new addition to the series Africa in the Global Space

Introduction: The dynamics of indigenous knowledges and sustainable livelihoods in Africa / Edward Shizha and Christopher Ndlovu -- Mainstreaming and investing in indigenous knowledge epistemologies for sustainable livelihoods / Edward Shizha -- Buttressing sustainable security systems through African indigenous epistemologies / Shepherd Ndondo and Christopher Ndlovu -- Harnessing indigenous conflict resolution processes in building sustainable communities / Mandlenkosi Ndlovu -- Participation of diasporas in building sustainable communities in Zimbabwe: Implementation of Ubuntu philosophy / Roland Moyo, Christopher Ndlovu and Edward Shizha -- The role of indigenous knowledge systems in sustainable adaptation to climate change / Tinashe Pikirai -- Understanding climate change adaptation for increased productivity and sustainability in Southern African communities: A review / Keith Phiri -- Implementing indigenous knowledge systems for sustainable learning in African primary schools / Emily Mangwaya and Ezron Mangwaya -- Integration of indigenous mathematical knowledge into the mathematics education for sustainable learning / Nhlanhla Mkwelie, Ntandoyenkosi Satamwe and Edward Shizha -- Embedding sustainability and Ubuntu philosophy in the learning of learners with disruptive behaviours / Mlungisi Moyo -- Language of instruction imbroglio in the post-colonial school curriculum (Zimbabwe Curriculum Framework, 2015-2020): The obstacle to sustainable learning / Otildah S. Ndlovu and Nathan Moyo -- Indigenous knowledge in the agricultural curriculum for sustainable development in Zimbabwe / Christopher Ndlovu and Mgcini Moyo.

Introduction : globalization, migration and transnational formations / Edward Shizha -- Canadian immigration policy : the search for solutions / Andrew Newton -- Canada's shift in immigration policy : the neglect of refugee claimants / Ebony Evans -- Current multiculturalism ethos in Canada / Margarita Enriquez -- Cosmopolitanism and the future of fragmented hybrid identities / Dalia Elawad -- The integration of Syrian refugees in Canada : role of social capital and acculturation / May Mahrat and Doaa Shalabi -- Ambivalence of home in the formation of transnational and diasporic identities / Alison Gupta -- Nostalgia, diaspora and cultural memory among former Yugoslavians / Virginia Pecjak -- The diasporic pilgrimage : finding identity through tertiary memory / Madeline McCaffrey -- Psychoanalytic reading of diasporic subjectivity and narratives of return migration / Nicola Mason -- Ethnic enclaves in Canada : opportunities and challenges of residing within / Tolulope Helen Ojo and Edward Shizha -- Globalization and sexual minority right : a fear of foreign influence / Caitlin Harding -- The migration double standard : sexist rhetoric in familial expectations of female migrants / Heather Shilton -- Who am I and where is here? : refugee mothers and the search for maternal identity in Canada / Rosemary Kimani-Dupuis -- Global extensions : turning faith into transnational fashion / Priscilla Broni -- Female labour migration : analysis of Mexican transnational families / Rachel Bangura -- Rethinking the abjection of migrant workers in Canada / Davian Myers

AbstractThe aim of the study was to identify the unique support needs and preferences of African refugees in Canada. In‐depth interviews were conducted with Sudanese and Somali refugees (n=68) living in two cities in central and western Canada. Refugees were interviewed individually to identify their support needs, current sources of support, available support programmes, barriers to access to support resources, and preferred support interventions. These refugees reported major support needs, depleted social networks, and barriers to accessing services and supports. They identified distinct preferences for support from peers from the same country of origin and professionals. Participants wanted group‐level support supplemented by one‐to‐one support. Transportation, child care, meals, and peers matched by language and gender were recommended to enhance accessibility to support programmes. These findings can inform the design of support intervention research and enhance the relevance and supportiveness of services and programmes for recent refugees.

Section 1: Problems and challenges. - The educational dream: overcoming the challenges (Edward Shizha). - Rebuilding Zimbabwe's education system: the dawn of a new era (John Charema and Edward Shizha). - Barriers to the reconfiguration of education in Zimbabwe (Pesanayi Gwirayi, Edias Henry Mutubuki and Nothabo Shoko). - Wastage discourse in education: towards an agenda for action (Francis Muchenje). - Information and communication technologies: possible challenges to the teacher's authority in Zimbabwe (Ngoni Makuvaza and Edward Shizha). - Section 2: Theoretical underpinnings. - Educational change: theoretical reflections on educational retransformation in Zimbabwe (Tawanda Runhare). - Educational policies and practices and their contribution to educational change in Zimbabwe (Maureen Mnkandla and Borniface Chenjerai Chisaka). - Neoliberal and indigenous capitalist intrusions in higher education: an anti-colonial analysis (Munyaradzi Hwami). - Giftedness and talent development in Zimbabwe in the third millennium (Constantine Ngara). - Section 3: Towards reconstructing quality education. - Towards quality education in Zimbabwe: 2000 to present (Godfrey Mutendera and Edward Shizha). - Higher education in Zimbabwe: from crisis to reconstruction (Michael Tonderai Kariwo). - An analysis of women's access to higher education in Zimbabwe (Precious Guramatunhu-Mudiwa). - Conclusion and recommendations: the way forward (Edward Shizha)