<i>Qlaju:</i>A Yorba concept of development

Peel, J. D. Y.

doi:10.1080/00220387808421667

Cited by 91 publications

(20 citation statements)

References 18 publications

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“…Such aspirations to acquire material goods, in the Nigerian and specifically Yoruba context, were (and remain) integral to striving for ‘success’ in life. From this perspective, success is conceived as reward for individual hard work – in particular for attaining higher western education qualifications, which allow(ed) entry to professions offering the greatest access to economic returns and prospects for one's offspring (Peel 1978, Eades 1980, Zeitlin et al. 1995).…”

mentioning

confidence: 99%

Contexts, motives and experiences of Nigerian overseas nurses: understanding links to globalization

Aboderin¹

2007

Journal of Clinical Nursing

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confidence: 99%

Contexts, motives and experiences of Nigerian overseas nurses: understanding links to globalization

Aboderin¹

2007

Journal of Clinical Nursing

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“…The organization and practice of the formal health sector is often a layer between the ideals of primary health care and indigenous knowledge about health promotion. Neither international development nor national government have capitalized enough on the strength of existing concepts of development (Peel, 1973(Peel, , 1978 and social organization (Little, 1957). Knowledge of Kuranko custom is fundamental to sustain Kuranko health and to motivate appropriate development.…”

Section: Resultsmentioning

confidence: 99%

Perinatal care: The Kuranko context of choice

Ross¹

1991

Health Care for Women International

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The ethnomedical aspects of childbirth and factors that influence Kuranko women in the northern Sierra Leone center of Kabala (a multiethnic town of some 15,000 inhabitants) in making decisions regarding perinatal care are the focus of this article. I found that Kuranko women develop perinatal care strategies from services available in the formal and informal health-care sectors. The discussion is situated within a context that values primary health care and health promotion and advocates the use of these frameworks in ways that are informed by Kuranko social organization and concepts of development.

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“…In pushing these dissonant educational goals, the government's new policy sparked practices of uncertainty among students and teachers who work to define their position and plan for the future in a world where the value of their work is unclear. Sierra Leoneans do not like being "poor and average," as a teacher noted, and will constantly strive to find ways to "self-develop" (see Peel 1978). This teacher answered my question about why students performed symbolic boundary work and pursued credentials despite the dismal prospects of economic success with an explanation of how the work of differentiating the self from one's peers is "everyday work," in that it takes constant striving, without loss of hope, to achieve distinction: "Maybe not everyone will make it, but those who give up certainly will not make it."…”

Section: Discussionmentioning

confidence: 98%

“A Great Scholar is an Overeducated Person”

Bolten

2015

Journal of Anthropological Research

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Education was historically valued in Sierra Leone as a possession that conveyed and expressed elite status, with the revered, authoritative teacher being the gatekeeper. The erosion o f teachers' authority through government policies designed to universalize access to education has called into question the oncecertain high status o f the educated. With the future now ambiguous, students and teachers undertake "practices o f uncertainty, '' engaging in symbolic boundary work to distinguish themselves from the uneducated but at the same time undertaking the same manual labor as the unschooled. They socially level the elite and concurrently seek entree to their networks, and react to an uncertain future with contradictory practices. The work undertaken by students and teachers lies within and reinforces extant social values that emphasize the importance o f both distinction and belonging, revealing education s enduring value in the social imaginary. This explains the tenacity o f the idea ofeducation even in a persistently desultory employment climate.T h e cl a ssr o o m was d e s ig n e d t o h o l d fo rty st u d e n t s , the maximum that one teacher could be expected to handle. The seventy students it held rendered it cramped and chaotic-so much so, in fact, that the teacher, Mr. Sesay, had no room for a desk. He paced in front of the chalkboard, clutching his notebook, trying to avoid tripping over the myriad legs sprawled before him. Those students who had notebooks used them mostly to fan themselves. The classroom was so oppressively hot that many struggled to stay awake. One student fell asleep and smacked his head on his desk, to the vast amusement of his classmates. Mr. Sesay called him to the front and ordered him to jump up and down to wake himself up. His classmates teased him for his lame hopping, egging him on with cries of "Jump, bo!" until he proved with some manic pogoing that he had enough energy to follow the lesson. The giggling subsided as he returned to his seat, and sleepy apathy settled in once more as Mr. Sesay returned to the task at hand.It was geography class, and the day's lesson was longitude and time. As neither Mr. Sesay nor the students possessed the required textbook, he had drawn a detailed map on the board and was engaging the students on the importance of understanding time zones. "Write this down," he said, scrawling frantically on the

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Qlaju:A Yorba concept of development

Cited by 91 publications

References 18 publications

Contexts, motives and experiences of Nigerian overseas nurses: understanding links to globalization

Contexts, motives and experiences of Nigerian overseas nurses: understanding links to globalization

Perinatal care: The Kuranko context of choice

“A Great Scholar is an Overeducated Person”

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