Adzahlie-Mensah, Vincent and Agbevivi, Shine Lilian and Jubialu, Theresa Ewusie (2023) A Second Look at Education in Ex-colonies: A Case for Policy (Re)thinking. International Journal of Developing and Emerging Economies, 11 (1). pp. 19-40. ISSN 2055-608X (Print), 2055-6098(Online)
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Abstract
This review of arguments around formal education (schooling) acknowledges the developmental externalities of schooling and suggests that school organisation, knowledge practices and language of instruction in ex-colonies require review to serve national agendas. The arguments developed in the paper provided evidence that educational outcomes are not the same, especially in ex-colonies of Africa. It argues, that schooling in ex-colonies tend to de-historicise students and uproot them from their cultural heritage as colonialism does. As such, ex-colonies face national security risks associated with cultural epistemicide, for the loss of indigeneity including loss of indigenous knowledge, language and national identity. Therefore, there is need for a situated analysis of the political economy of knowledge production in order to deconstruct whose knowledge and interest schooling serves in ex-colonies. It is important for educational policy makers and school administrators to take a second look at schooling in terms of how it accords certain privileges and legitimacy to certain forms of knowing while invalidating indigeneity - Indigenous knowledge, culture and identity in ex-colonies.
| Item Type: | Article |
|---|---|
| Subjects: | H Social Sciences > H Social Sciences (General) |
| Depositing User: | Professor Mark T. Owen |
| Date Deposited: | 09 Feb 2024 09:25 |
| Last Modified: | 09 Feb 2024 09:25 |
| URI: | https://tudr.org/id/eprint/2665 |
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