Political bargaining, religion, and educational development: The Nigerian experience from the takeover of schools from christian missions

Ezegwu, Chidi; Okoye, Dozie

doi:10.1016/j.ijedudev.2024.103000

Cited by 2 publications

(1 citation statement)

References 21 publications

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“…It is noteworthy that most pristine African states were integrated into the global capitalist enclave through colonialism and subsequent postcolonial subjugation by the Western imperialists, which fuelled the external conditioning of their internal education and broader information and knowledge economy [18][19][20][21]. While colonialism officially ended many decades ago across Africa, postcolonial relations have continued to influence and inform African countries' educational, socio-economic, and political systems [18,[22][23][24]. Consequently, there has been consistent demand for genuine decolonisation of the systems in African nations.…”

Section: Introductionmentioning

confidence: 99%

The Decolonisation of Climate Change and Environmental Education in Africa

Mbah,

Ezegwu

2024

Sustainability

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This study examines key considerations for the decolonisation of climate change and environmental education (CCEE) in Africa. It draws on epistemic inclusivity to systematically assess journal articles that drew on primary studies and were published between 2015 and 2022. The findings of the review show that there is a persisting epistemic exclusion and alienation of Indigenous and local knowledge (ILK) in CCEE, which contributes to affecting the quality of what is learned in educational centres across Africa. The ILK alienation and disconnection of learning from learners’ lived experiences render it difficult for them to connect subjects and issues they learn to their daily experiences in sociocultural environments. Decolonisation efforts must address exclusion and alienation and promote inclusion and epistemic agency. This paper captures various strategies to achieve these in Africa and highlights existential challenges and opportunities. In these regards, it contends that multidimensional approaches to decolonisation are required to promote Africa-relevant climate change and environment education. This includes the interrogation of existing theories and evidence that underpins subsisting practices, as well as seeking ways to mitigate evidence of the impact of the ongoing epistemic exclusion in different locations and contexts. It also requires policymakers and education managers to commit to developing epistemically inclusive education policies, curricula, and learning frameworks.

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