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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’.
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'.
Originally published in 1967, this book represents the late
Professor Brown’s twin skills as historian and as educationalist
at their best. It is one of a series of books which he edited, and
which was offered to Africa teachers in training. The series was
designed to help those who were called upon to teach the many
subjects of the primary school curriculum or two or more subjects
with the junior forms of secondary schools. It is dedicated to the
proposition that giving a good basic education to a country’s
children is vital to its development programme. Godfrey Brown’s
book starts with a discussion of the place and purpose of history
in education – why do we teach it to children? He then describes
methods of teaching language skills in history, observation and (at
some length) social development through history. He ends with The
History of the Future and two practical appendices listing where
the African teacher of history could obtain useful teaching
material.
Originally published in 1967, this book represents the late
Professor Brown's twin skills as historian and as educationalist at
their best. It is one of a series of books which he edited, and
which was offered to Africa teachers in training. The series was
designed to help those who were called upon to teach the many
subjects of the primary school curriculum or two or more subjects
with the junior forms of secondary schools. It is dedicated to the
proposition that giving a good basic education to a country's
children is vital to its development programme. Godfrey Brown's
book starts with a discussion of the place and purpose of history
in education - why do we teach it to children? He then describes
methods of teaching language skills in history, observation and (at
some length) social development through history. He ends with The
History of the Future and two practical appendices listing where
the African teacher of history could obtain useful teaching
material.
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