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Connecting cultures to educational settings is an essential component of critical pedagogy. This book addresses many of the key issues and challenges in decolonizing the African school curriculum. It highlights important philosophical arguments on the challenges and possibilities of achieving these goals in a meaningful manner. Topics covered in the book include:
- operationalizing the key terms of “inclusion” and “curriculum”
- strategies for Africanizing the school curriculum, and
- the implications of local knowledge for schooling reform
- how do we frame an inclusive anti-colonial African future and what is the nature of the work required to collectively arrive at that future?
- what education are learners of today going to receive and how will they apply it to their schooling and work lives?
- how do we re-fashion our work as African educators and learners to create more relevant understandings of what it means to be human?
- how do we challenge colonizing and imperializing relations of the academy? What are the possibilities and limits of counter-visions of education?
- how do we make school curricula inclusive through teaching, research and graduate training in questions of Indigeneity and multi-centric ways of knowing?
Perfect for courses such as: Principles of Anti-Racism Education | Anti-Colonial Thought: Pedagogical Implications | Indigenous Knowledge and Decolonization: Pedagogical Implications | Modernization, Development and Education in African Contexts | African Systems of Thought | Introduction to African Studies
Africanizing the School Curriculum: Promoting an Inclusive, Decolonial Education in African Contexts: An Introduction
Anthony Afful-Broni, Jophus Anamuah-Mensah, Kolawole Raheem, and George J. Sefa Dei
Decolonizing Knowledge in the Bosom of the “Marketplace”: Makerere University Scholars in the Age of the National Resistance Movement’s Neoliberal Policies (1989–2007)
An Antiracist Education Critique of Curriculum Policy Reform in Postapartheid South Africa
Africanizing the Ghanaian Education System: Learning Through the Prism of an Africentric System of Thought
Decolonized Curriculum in Colonized Contexts: Assessing Ghanaian Public Schools’ Role in the Decolonization Agenda
Richardson Addai-Mununkum and Nyuiemedi Agordzo Edoh-Torgah
Indigenous African Philosophies as a Critical Thinking Pedagogical Tool for Schooling and Education
Isaac Nortey Darko, Paul Banahene Adjei, and Chloe Weir
Spirituality and Self-Care Among Ghanaian Social Workers: Lessons for Africanizing Social Work Education
Paul Banahene Adjei, Isaac Nortey Darko, Sulemana Fuseini, and Abigail Adubea Mills
Contextualized Role-Play, Inquiry, and Eco-Management in Teaching Environmental Education in Junior High Schools in Ghana
Louis Atsiatorme and Kolawole Raheem
Global Anti-Blackness and Resistance: Implications for Educating African Learners
How the Mainstream Media Signified Ben Johnson: A Tale of a Black Canadian Sports Hero Turned Jamaican Villain and the Implications for Black Students
Rethinking Curriculum Through Critical Blackness and African Indigenous Knowledges: A Black Educator’s Response
Connecting Missing Links: A Voice From the Diaspora
NOTE: Table of Contents subject to change up until publication date.
"Africanizing the School Curriculum offers insights into decolonizing education as a form of critical praxis, moving from theory to action. With strategies and solutions to achieving equitable and accessible education for all, this book would be beneficial for any teacher, equity liaison, school leader or researcher who believes in the transformative power of education, and in the fundamental right of all students to access, participate and benefit from all aspects of the educational experience." (Full review available at Education Review.)Reviewed by Shezadi Khushal, University of Toronto Canada, for Education Review (11-3-21)
“A profound, insightful and scholarly discourse on transforming and decolonizing colonial school contexts and curriculum that have continued to neglect the lived experiences, voices, histories and cultures of African educators and learners. Afful-Broni, Anamuah-Mensah, Raheem, and Dei have carefully compiled a volume that addresses and acknowledges that African voices and cultures matter in educational contexts. Their collection will be of interest to stakeholders interested in transforming and Africanizing school curriculum and school contexts.”Edward Shizha, Professor in Youth and Children’s Studies, Wilfrid Laurier University, Brantford
“Africanizing the School Curriculum is an outstanding work that impressively persuades us to shift the way we perceive, interact with, and locate African education and its curricular designs and outcomes. By insisting, in both its descriptive and analytical formats, on centering contemporary schooling, learning and related epistemologies, on the continent’s rich Indigenous contexts, this Reader distinguishes itself by concretely affirming the urgency of transformative curricular, policy and counter-racism possibilities. It is with this topical and temporal immediacy that Africanizing the curriculum represents the best current critical intervention in the area, and will surely benefit scholars, students and policymakers.”Ali A. Abdi, PhD., Professor in the Department of Education, University of British Columbia, Vancouver BC
“In the African worldview, education in all forms is a right but not a privilege. It is a natural way of life, a must happen and a must have—the way of life and socialization of our people. This work on Africanizing education is the solution to achieving sustainable education and development in its real sense. The human resource development and the unemployment issues that we face as a result of providing what I call an ‘artificial’ education does not fit into the natural life of the African. I can’t wait to see a full implementation of the solutions provided in this work. That way, there will be minimal if not zero, unemployment, and most critically, the potential of Africa and Africans will be unleashed as we become fully equipped in our own style to utilize the human and material resources that abound us.”Prof. Olivia A. T. Frimpong Kwapong (PhD), Department of Adult Education and HR. Studies Dean, School of Continuing and Distance Education College of Education, University of Ghana