2013
DOI: 10.5539/hes.v3n4p50
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The African Educational Evolution: From Traditional Training to Formal Education

Abstract:

This paper attempts to critically examine the approaches that were employed by Africans in their knowledge, skills and attitudes acquisition before, after and during colonialisation of the continent. The paper looks at three distinctive epochs from which the perfect understanding of how learning in Africa transformed could be concluded.

It is notable that there was a period before Africa got colonised, which was followed by the period during colonisation, before the independence of the continent. The… Show more

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Cited by 35 publications
(24 citation statements)
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“…Decolonization of the curriculum allows indigenous communities to control their information, cultural knowledge, histories and cultural artefacts (Baskin, 2006). Mosweunyane (2013) adds that indigenous world views promote the use of indigenous pedagogies in the classroom such as the use of traditional songs and stories.…”
Section: The Value Of Introducing Ik In the Section Of Weather And Climate In Geographymentioning
confidence: 99%
“…Decolonization of the curriculum allows indigenous communities to control their information, cultural knowledge, histories and cultural artefacts (Baskin, 2006). Mosweunyane (2013) adds that indigenous world views promote the use of indigenous pedagogies in the classroom such as the use of traditional songs and stories.…”
Section: The Value Of Introducing Ik In the Section Of Weather And Climate In Geographymentioning
confidence: 99%
“…Health professions educators in Africa acknowledge the value of globalization and the associated development and prosperity that goes with it, but many resent the loss of typical African socialization and learning. For example, Mosweunyane (2013) has argued that pre-colonial teachers were viewed as custodians of knowledge by the recipients of their training. The culture supported assumptions that what was taught was never questioned.…”
Section: Culture and Worldviews In Sub-saharan Africamentioning
confidence: 99%
“…Although most African cultures rely on collective decision-making, the chief or the patriarch makes the final decision. This essential topdown traditional culture of acquiescence before one's superiors (Mosweunyane, 2013) may hinder the implementation of shared decision-making and collaborative leadership. This may explain why educators often verbally and cognitively acknowledge curricular innovations like IPECP but have been slow to implement changes (Botma & Nyoni, 2015).…”
Section: Culture and Worldviews In Sub-saharan Africamentioning
confidence: 99%
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“…22 The demonstration of the scientific nature of the ATR justifies the necessity felt by Mosweunyane of more research "to be done to unearth important knowledge that belong to Africa, which can be utilized in the economic, political and social advancement of the continent. 23 This demonstration implies that the educational system of Kôngo people, like that of other south-Saharan ethnics and diasporan Blacks, should not be any more cornered to the model bequeathed by the colonial social system. Hence, it is time for the values that made the fame of the Africa of yester-time to inspire nowadays educational systems of the Blacks and be included in them.…”
Section: The Scientific Bases Of Atrmentioning
confidence: 99%