Language and the quest for liberation in Africa: The legacy of Frantz Fanon

Mazrui, Alamin

doi:10.1080/01436599308420329

Cited by 15 publications

(9 citation statements)

References 4 publications

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“…Specifically, this paper would like to examine how colonial education in Africa and particularly in Zimbabwe, was methodologically instrumental in culturally uprooting the Africans. This investigation is being made against the thesis that indeed colonial education was\is instrumental in culturally uprooting the African (Majeke, 1986;Carnoy,1974;Rodney,1972;Mazrui, 1993). In further pursuit of this argument this paper is also contending that, since education contributed significantly towards the uprooting of the Africans from their culture, then it should, indeed, be instrumental in their cultural liberation and redemption.…”

Section: V2 Z Im B a B W E J O U R N A L O F E D U C A Tio N R E Sea mentioning

confidence: 97%

“…What can be deduced from the preceding discussion is that these behaviour manifestations examined above are a natural response of a people who either have been or have inherited conquest and colonization not only politically but also mentally and culturally, not withstanding of course the effects (positive and negative) of globalisation and the impact of information technology (Ngugi wa Thiongo,1986;Mazrui, 1993). However, even in this global village it is advised that people should still maintain their identity and should not allow themselves to be swallowed.…”

Section: Z Im B a B A V J O U R N A L O F E D U C A Tio N R E Se A Rc Hmentioning

confidence: 98%

“…This philosophy is deconstructive, reconstructive and liberative, deconstructive as it is a critique of the effects of occidental education on the African resulting in cultural uprooting the African; reconstructive and liberative as in the place of colonial education, it offers itself as a possible replacement seeking to de-root the black African especially in Zimbabwe but also to liberate both the Africans and the colonizers from the effects of the distortions they have internalized (James, 1972;Njobe, 1990;Ngugi wa Thiongo, 1986;Mazrui, 1993;Garcia, 1986).…”

Section: A * *mentioning

confidence: 99%

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Conquest, Colonial Education and Cultural Uprootedness in Africa — The Role of Education for Hunhu\Ubuntu in de-rooting the African in Zimbabwe

Makuvaza¹

2009

Zimbabwe Journal of Educational Research

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T h e fo r m e r m a in ta in th a t c o lo n ia l e d u c a tio n b e n e fite d th e A fr ic a n s tr e m e n d o u s ly a s i t b r o u g h t th e m ( th e A fr ic a n s ) c i v i l i z a t io n a n d e n lig h te n m e n t (T e m u & S w a i;1 9 8 1 , M a je k e , 1 9 8 6 ). H o w e v e r, th e l a t te r a r e n o t q u ite a g r e e a b le to th is p o s i t io n a s th e y a r g u e th a t c o lo n ia l e d u c a tio n h a d m o r e n e g a tiv e e ffe c ts th a n p o s i t i v e e ffe c ts . N o tw ith s ta n d in g t h e b e n e fits o f W e s te r n e d u c a tio n to th e A fr ic a n s i t h a d th e m a jo r n e g a tiv e e f f e c t o n th e A fr ic a n s o f c u ltu r a lly u p r o o tin g th e A fr ic a n s f r o m th e ir a u to c h th o n o u s c u ltu r e c o n s c io u s ly o r o th e r w is e , in to a f o r e i g n a n d a lie n W e ste rn c u ltu r e .. T h e a r g u m e n t o f th is p a p e r is t h a t c o lo n ia l e d u c a tio n w a s a n d is s t i l l in s tr u m e n ta l in c u ltu r a lly u p r o o tin g th e A fr ic a n f r o m h is \h e r in d ig e n o u s c u ltu r e in to a f o r e i g n W e ste rn c u ltu r e . C o g n is a n t o f t h e ' p r e c e d in g , th is p a p e r in te n d s to e x a m in e th e r o le f t o io n ia l e d u c a tio n in th is r e g a r d a n d in t h e s a m e s p i r it is p r o p o s in g a t y p e o fe d u c a tio n , n a m e ly e d u c a tio n f o r h u n h u \u b u n tu ( M a k u v a z a ,1 9 9 6 ) a s th e m o d u s v iv e n d i in e f f o r t s t o d e -r o o t th e A fr ic a n . E d u c a tio n is b e in g s i n g l e d o u t f o r th is p u r p o s e p r e c is e ly b e c a u s e i f e d u c a tio n w a s in s tr u m e n ta l in c u ltu r a lly u p r o o tin g th e A fr ic a n , i t to o m u s t b e in s tr u m e n ta l i n d e -r o o tin g th e A fr ic a n . T h is p a p e r is a n e f f o r t to w a r d c o n tr ib u tin g to th e d e b a te o n c u ltu r a l u p r o o te d n e s s in A fr ic a a n d Z im b a b w e in p a r tic u la r a n d p o s s ib le w a y s o f c o n ta in in g it.

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Section: V2 Z Im B a B W E J O U R N A L O F E D U C A Tio N R E Sea mentioning

confidence: 97%

Section: Z Im B a B A V J O U R N A L O F E D U C A Tio N R E Se A Rc Hmentioning

confidence: 98%

Section: A * *mentioning

confidence: 99%

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Conquest, Colonial Education and Cultural Uprootedness in Africa — The Role of Education for Hunhu\Ubuntu in de-rooting the African in Zimbabwe

Makuvaza¹

2009

Zimbabwe Journal of Educational Research

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“…4 In attempts to ‘tidy up’ racially mixed areas, people were deprived of their homes and livelihoods. The slogan of ‘separate but equal development’ (Mazrui, 1993: 353) must have sounded like a mockery in the ears of those who were forced into and not allowed to leave precarious existences by a minority who had their geographic and cultural origins in another part of the world. All South African White people benefitted from this system which found its demise in 1994.…”

Section: South Africa: a Brief Historical Background And The Post-apamentioning

confidence: 99%

A Foolish Proposal? Vulnerability as an Alternative Attempt to Contribute to Decolonisation and Reconciliation in Post-Colonial South Africa

Grohmann

2020

Transformation

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Reconciliation in South Africa is often taken to mean the creation of culturally diverse communities. In reality, though, the multicultural often turns out to be multiracial only with People of Colour being included in White-dominated spaces. Likewise, socio-economic transformation means raising people’s chances to attain a living standard more equal to that of the bulk of the White population. In both cases, the strong position of White people in sociocultural and socio-economic terms remains largely untouched. Hence the calls for decolonisation which seem to render the reconciliation discourse dispensable. Vulnerability by White South Africans is proposed as an alternative response to ongoing inequalities which – it is suggested – could contribute to both decolonisation and reconciliation on an interpersonal level. Likely objections to such a proposal are considered before making a case for vulnerability as an appropriate Christian way of living, particularly in the context of former settler colonialism.

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“…This perception of the impact of colonial education was shared by Mazrui (1993) who drew on Fanon's work to argue that continual dehumanisation of the colonised through religious and educational processes ultimately results in alienation. Defining alienation as "the separation of individuals from their existential conditions, from their individuality and culture" (p. 355), Mazrui argued that once this alienation is in place, the cultural resources of the colonised become closed off for their development.…”

Section: Introductionmentioning

confidence: 99%

Developing epistemologically diverse learning frameworks

Botha

2018

Journal of Education

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Education in South Africa is referred to regularly as being in crisis, with learners and educators struggling with various local and international assessments. This state of affairs persists despite considerable efforts having been made to reform and revise the national education system. I contend that these efforts will meet with limited success for as long as schooling continues to be grounded exclusively on the current dominant epistemological bases. I argue for the need to diversify the epistemological foundations of educational systems in South Africa and in Africa in general and offer a strategy for pursuing such aims. I suggest that the notion of an historical epistemology together with expansive learning and cultural-historical activity theory (CHAT) may offer useful conceptual and methodological tools for developing a counterhegemonic epistemological framework in the form of a networked-relational model of learning.

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Language and the quest for liberation in Africa: The legacy of Frantz Fanon

Cited by 15 publications

References 4 publications

Conquest, Colonial Education and Cultural Uprootedness in Africa — The Role of Education for Hunhu\Ubuntu in de-rooting the African in Zimbabwe

Conquest, Colonial Education and Cultural Uprootedness in Africa — The Role of Education for Hunhu\Ubuntu in de-rooting the African in Zimbabwe

A Foolish Proposal? Vulnerability as an Alternative Attempt to Contribute to Decolonisation and Reconciliation in Post-Colonial South Africa

Developing epistemologically diverse learning frameworks

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