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This book discusses the pivotal role of African indigenous
knowledge systems (AIKS) in promoting, enhancing, and sustaining
livelihoods in Africa. The authors argue that AIKS are of central
importance in the development of sustainable livelihoods,
particularly in rural communities. In their analysis, they draw on
interdisciplinary research in the fields of agriculture, cultural
and indigenous studies, development studies, education, geography,
political science, and sociology. The objective is to make AIKS
more applicable to mainstream educational and development agendas
in Africa, a pressing issue in areas where Eurocentric scientific
practices are cost prohibitive. The Dynamic of African Indigenous
Knowledge Systems will be of interest to development professionals,
policy makers, academics, students, and anyone interested in the
field of AIKS and sustainable development in rural communities.
This volume delineates the critical link among security, education
and development in Africa and provides a multidisciplinary
framework of analyses and possible solutions. Africa has had a long
history that embodies layers of mass-scale criminality and
exploitation not merely from neocolonial and apartheid policies but
also from political greed. This has impacted adversely on security,
education and development in a way that deprivation of education
and underdevelopment, in turn, re-creates security issues. The
volume aims firstly to help augment scholarly inquiry into the
nexus among in/security, education and development through the
multidisciplinary framework of analyses; secondly to provide
policymakers and educators with tools and a framework to comprehend
the complexity and magnitude of the issues to which they ought to
be sensitive and respond; and finally to provide caregivers and
childcare agencies of the state a comprehensible framework of
underlying, multifaceted sources of trauma experienced by children
in extraordinary circumstances. It is organized in four sections:
theoretical conceptualization on security and development; country
cases on security and development; security and educational
development; and country cases on security and education. Serving
as a significant compass to understand and respond to the complex
interplay and impact of security, education and development in
Africa, it is of great use to graduates and scholars interested in
Africa Politics, IPE, security studies and development studies.
African social development is often explained from outsider
perspectives that are mainly European and Euro-American, leaving
African indigenous discourses and ways of knowing and doing absent
from discussions and debates on knowledge and development. This
book is intended to present Africanist indigenous voices in current
debates on economic, educational, political and social development
in Africa. The authors and contributors to the volume present bold
and timely ideas and scholarship for defining Africa through its
challenges, possible policy formations, planning and implementation
at the local, regional, and national levels. The book also reveals
insightful examinations of the hype, the myths and the realities of
many topics of concern with respect to dominant development
discourses, and challenges the misconceptions and
misrepresentations of indigenous perspectives on knowledge
productions and overall social well-being or lack thereof. The
volume brings together researchers who are concerned with
comparative education, international development, and African
development, research and practice in particular. Policy makers,
institutional planners, education specialists, governmental and
non-governmental managers and the wider public should all benefit
from the contents and analyses of this book.
African social development is often explained from outsider
perspectives that are mainly European and Euro-American, leaving
African indigenous discourses and ways of knowing and doing absent
from discussions and debates on knowledge and development. This
book is intended to present Africanist indigenous voices in current
debates on economic, educational, political and social development
in Africa. The authors and contributors to the volume present bold
and timely ideas and scholarship for defining Africa through its
challenges, possible policy formations, planning and implementation
at the local, regional, and national levels. The book also reveals
insightful examinations of the hype, the myths and the realities of
many topics of concern with respect to dominant development
discourses, and challenges the misconceptions and
misrepresentations of indigenous perspectives on knowledge
productions and overall social well-being or lack thereof. The
volume brings together researchers who are concerned with
comparative education, international development, and African
development, research and practice in particular. Policy makers,
institutional planners, education specialists, governmental and
non-governmental managers and the wider public should all benefit
from the contents and analyses of this book.
This volume delineates the critical link among security, education
and development in Africa and provides a multidisciplinary
framework of analyses and possible solutions. Africa has had a long
history that embodies layers of mass-scale criminality and
exploitation not merely from neocolonial and apartheid policies but
also from political greed. This has impacted adversely on security,
education and development in a way that deprivation of education
and underdevelopment, in turn, re-creates security issues. The
volume aims firstly to help augment scholarly inquiry into the
nexus among in/security, education and development through the
multidisciplinary framework of analyses; secondly to provide
policymakers and educators with tools and a framework to comprehend
the complexity and magnitude of the issues to which they ought to
be sensitive and respond; and finally to provide caregivers and
childcare agencies of the state a comprehensible framework of
underlying, multifaceted sources of trauma experienced by children
in extraordinary circumstances. It is organized in four sections:
theoretical conceptualization on security and development; country
cases on security and development; security and educational
development; and country cases on security and education. Serving
as a significant compass to understand and respond to the complex
interplay and impact of security, education and development in
Africa, it is of great use to graduates and scholars interested in
Africa Politics, IPE, security studies and development studies.
Cross-border migration has resulted in many social, cultural,
economic, and political challenges that need attention.
Globalization, migration, and transnationalism have a strong impact
on the lives of diasporic immigrants and refugees. Transnationalism
and diaspora, which result from globalization and migration, create
transnational social spaces, fields, and formations that affect the
everyday practices and engagements of migrants and refugees. Living
Beyond the Borders highlights the Canadian immigration policies and
the challenges faced by migrants, particularly visible minorities.
The book further presents multiple perspectives and arguments on
how immigrants and refugees react to their "new home" in the north
and how they maintain memories of their country of origin. The
contributors to this volume analyze the impact of transnational
lives on the identity construction of migrants and how they acquire
and negotiate their multiple identities. The book further
interrogates these identities by questioning the experiences of
immigrants and refugees living precarious lives in their country of
permanent or temporary settlement. This book contributes knowledge
and literature that is intended for academic scholars, researchers,
and undergraduate and graduate students in the fields of
immigration studies, global studies, sociology, political science,
development studies, and interdisciplinary studies. Its
multidisciplinary approach has significant value to readers, as it
integrates perspectives on the multidimensionality and complexity
of transnational migration, settlement, and integration in the
contemporary globalized world.
This is a collection of bold and visionary scholarship that reveals
an insightful exposition of re-visioning African development from
African perspectives. It provides educators, policy makers, social
workers, non-governmental agencies, and development agencies with
an interdisciplinary conceptual base that can effectively guide
them in planning and implementing programs for socio-economic
development in Africa. The book provides up-to-date scholarly
research on continental trends on various subjects and concerns of
paramount importance to globalisation and development in Africa
(politics, democracy, education, gender, technology, global
relationships and the role of non-governmental organisations). The
authors challenge the familiar paradigms in order to show how
imperfectly, if at all, assumptions about globalisation and
development theories have failed in their depictions and
applications to Africa. The scholars in this volume both inform and
advocate for a re-visioning of perceptions on Africa and how it
navigates global processes.
Teachers are "gate-keepers" in schools. They process what is
assumed "valid knowledge" and how it is taught. The process
marginalizes indigenous knowledge and legitimizes western science.
This book explores and discusses teachers' definitions of science
and indigenous knowledge, their attitude towards incorporating the
latter in science, and pedagogical techniques they use to bridge
the cultural gap between science and indigenous knowledge. While
teachers are expected to facilitate new knowledge and perspectives
in teaching, they are sometimes conservative and resistant to new
ideas. Science and indigenous knowledge are cultural and contextual
constructs. Teachers should apply this contextual knowledge in
their classes and allow students to move hermeneutically between
western and indigenous sciences. The book challenges the cultural
domination, universalization and rationalization of western science
which negates other voices. The constructivist analysis that
promotes multiple sciences should be of significant help to
teachers, teacher educators, curriculum developers, policy makers,
and others interested in promoting intercultural or cross-cultural
sciences.
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