International Education Journal

WCCES Commission 6 Special Congress Issue

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Educational reconstruction and post-colonial curriculum development: A comparative study of four African countries


David C. Woolman
Rhode Island College
dwoolman@ric.edu

 

 

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Abstract

Nation-building in modern Africa has faced the challenge of integrating multi-cultural traditions. Reform of inherited educational systems that largely func-tioned to maintain the colonial order of dependency and elitism has been an essential part of this task. Reconstruction of curriculum to reflect indigenous traditions, social change and empowerment was advocated by African critical theorists from the late 19th century to the present. This paper surveys African reform thought and curriculum development in Kenya, Mali, Mozambique and Nigeria since independence. Comparative analysis focuses on the inclusion of African culture, history and language in curriculum and innovation in meth-odology. Finally, African initiatives are contrasted with reconstructionist theory that integrates traditional culture with the demands of modernisation.

African education, cultural relativity, curriculum reform, nation-building, educational reconstruction

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Woolman, D.C. (2001) Educational reconstruction and post-colonial curriculum development: A comparative study of four African countries. International Education Journal, 2 (5), 27-46.
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