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For a long time, many American educators and educational
stakeholders have drawn their ideas for educational reforms from
ideas generated in Europe and Asia for the changing demographics of
America's diverse classrooms. This book is therefore motivated by a
bold attempt at advocating for the revision of existing pedagogic
fora and the creation and addition of new fora that would provide
for the inclusion of thoughts, perspectives and practices of
African traditional oral literature in the pedagogical tools of
content area classrooms especially in North America. The articles
that are presented in this book provide theoretical frameworks for
using African traditional oral literature and its various tenets as
teaching tools. They bring together new voices of how African
literature could be used as helpful tool in classrooms. Rationale
for agitating for its use as ideal for pedagogic tool is the
recurrent theme throughout the various articles presented. The book
explores how educators, literacy educators, learners, activists,
policy makers, and curriculum developers can utilize the powerful,
yet untapped gem of African oral literature as pedagogical tools in
content area classrooms to help expand educators repertoire of
understanding beyond the 'conventional wisdom' of their pedagogic
creed. It is a comprehensive work of experienced and diverse
scholars, academicians, and educators who have expertise in
multicultural education, traditional oral literature, urban
education, children's literature and culturally responsive pedagogy
that have become the focus of U.S. discourses in public education
and teacher preparation. This anthology serves as part of the quest
for multiple views about our 'global village', emphasizing the
importance of linking the idea of diverse knowledge with realities
of global trends and development. Consequently, the goal and the
basic thrust of this anthology is to negotiate for space for
non-mainstream epistemology to share the pedagogical floor with the
mainstream template, to foster alternative vision of reality for
other knowledge production in the academic domain. The uniqueness
of this collection is the idea of bringing the content and the
pedagogy of most of the genres of African oral arts under one
umbrella and thereby offering a practical acquaintance and
appreciation with different African cultures. It therefore
introduces the world of African mind and thoughts to the readers.
In summary, this anthology presents an academic area which is now
gaining its long overdue recognition in the academia.
This book, the second in the series, is a distinct exploration of
how educational policy makers, curriculum developers, educators,
learners and social activists can utilize the hitherto untapped
rich resource of African traditional oral literature and visual
cultures. These are epistemological reservoirs and invaluable
pedagogical tools in the delivery of content in the classrooms of
the present global village, most of whom contain diverse student
populations from varying backgrounds. The content of the book is
thus designed to help expand educators' repertoire of understanding
beyond the hitherto "conventional wisdom", most of which are either
outdated or are colonial impositions on former colonial entities.
Our motivation for pulling together this anthology was due to the
fact scholars, educators and educational policy makers have
hitherto paid little attention to the epistemological and
pedagogical value of Traditional Indigenous Knowledge systems
(TIKS). Our objective has been largely achieved by this anthology
in the sense that the research perspectives of the contributors to
this effort have enhanced the hitherto limited exposure and
knowledge about traditional oral literature and visual cultures in
Africa. The torch that has been lighted from this endeavor
heightens the epistemological and pedagogical implications of TIKS.
In launching this book, we are extending a clarion call to
researchers and disciples of Indigenous Knowledge systems in Africa
and elsewhere to seize this opportunity and interest generated by
this endeavor to undertake more studies in this area. Our current
efforts were focused mainly on Africa TIKS systems, but we strongly
believe that there are similar and equally powerful and important
TIKS systems in other parts of the world, Asia, the Far East,
Central and Southern America as well as the Caribbean that are
longing for exploration and exposition. It is therefore our fervent
hope that exploration and dissemination of knowledge in this field
will continue with the flame lighted from this endeavor. We believe
that these efforts will greatly enhance awareness an otherwise
neglected and almost forgotten, but important aspects of knowledge
creation and dissemination, especially about traditional and
hitherto unwritten histories and knowledge systems around the
world. These undertakings will help to broaden the
conceptualization of what constitutes global knowledge within the
current reality of globalization.
This book, the second in the series, is a distinct exploration of
how educational policy makers, curriculum developers, educators,
learners and social activists can utilize the hitherto untapped
rich resource of African traditional oral literature and visual
cultures. These are epistemological reservoirs and invaluable
pedagogical tools in the delivery of content in the classrooms of
the present global village, most of whom contain diverse student
populations from varying backgrounds. The content of the book is
thus designed to help expand educators' repertoire of understanding
beyond the hitherto "conventional wisdom", most of which are either
outdated or are colonial impositions on former colonial entities.
Our motivation for pulling together this anthology was due to the
fact scholars, educators and educational policy makers have
hitherto paid little attention to the epistemological and
pedagogical value of Traditional Indigenous Knowledge systems
(TIKS). Our objective has been largely achieved by this anthology
in the sense that the research perspectives of the contributors to
this effort have enhanced the hitherto limited exposure and
knowledge about traditional oral literature and visual cultures in
Africa. The torch that has been lighted from this endeavor
heightens the epistemological and pedagogical implications of TIKS.
In launching this book, we are extending a clarion call to
researchers and disciples of Indigenous Knowledge systems in Africa
and elsewhere to seize this opportunity and interest generated by
this endeavor to undertake more studies in this area. Our current
efforts were focused mainly on Africa TIKS systems, but we strongly
believe that there are similar and equally powerful and important
TIKS systems in other parts of the world, Asia, the Far East,
Central and Southern America as well as the Caribbean that are
longing for exploration and exposition. It is therefore our fervent
hope that exploration and dissemination of knowledge in this field
will continue with the flame lighted from this endeavor. We believe
that these efforts will greatly enhance awareness an otherwise
neglected and almost forgotten, but important aspects of knowledge
creation and dissemination, especially about traditional and
hitherto unwritten histories and knowledge systems around the
world. These undertakings will help to broaden the
conceptualization of what constitutes global knowledge within the
current reality of globalization.
For a long time, many American educators and educational
stakeholders have drawn their ideas for educational reforms from
ideas generated in Europe and Asia for the changing demographics of
America's diverse classrooms. This book is therefore motivated by a
bold attempt at advocating for the revision of existing pedagogic
fora and the creation and addition of new fora that would provide
for the inclusion of thoughts, perspectives and practices of
African traditional oral literature in the pedagogical tools of
content area classrooms especially in North America. The articles
that are presented in this book provide theoretical frameworks for
using African traditional oral literature and its various tenets as
teaching tools. They bring together new voices of how African
literature could be used as helpful tool in classrooms. Rationale
for agitating for its use as ideal for pedagogic tool is the
recurrent theme throughout the various articles presented. The book
explores how educators, literacy educators, learners, activists,
policy makers, and curriculum developers can utilize the powerful,
yet untapped gem of African oral literature as pedagogical tools in
content area classrooms to help expand educators repertoire of
understanding beyond the 'conventional wisdom' of their pedagogic
creed. It is a comprehensive work of experienced and diverse
scholars, academicians, and educators who have expertise in
multicultural education, traditional oral literature, urban
education, children's literature and culturally responsive pedagogy
that have become the focus of U.S. discourses in public education
and teacher preparation. This anthology serves as part of the quest
for multiple views about our 'global village', emphasizing the
importance of linking the idea of diverse knowledge with realities
of global trends and development. Consequently, the goal and the
basic thrust of this anthology is to negotiate for space for
non-mainstream epistemology to share the pedagogical floor with the
mainstream template, to foster alternative vision of reality for
other knowledge production in the academic domain. The uniqueness
of this collection is the idea of bringing the content and the
pedagogy of most of the genres of African oral arts under one
umbrella and thereby offering a practical acquaintance and
appreciation with different African cultures. It therefore
introduces the world of African mind and thoughts to the readers.
In summary, this anthology presents an academic area which is now
gaining its long overdue recognition in the academia.
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