Educational Reform and the Transformation of Southern Africa by Dickson Mungazi [Deceased], L. K. Walker

By Dickson Mungazi [Deceased], L. K. Walker

The political, social, and financial difficulties of southern Africa can't be resolved until eventually international locations of this severe sector impression academic reform. yet this strategy calls for greater than switch within the academic method; it consists of the thrust for social transformation in nationwide associations. This distinctive research addresses key matters relative to either academic reform and social swap in southern Africa. themes mentioned contain the necessity for academic reform; methods to academic reform; and the result of such reform at the person and society. A bibliography and an index entire the text.

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Mungazi, Gathering under the Mango Tree: Values in Traditional Culture in Africa (New York: Peter Lang Publishing, 1996), p. 150. 3. The film The Gods Must Be Crazy, which features the Khoi, was produced in Botswana. The movie is a classic example of how the white race has tried to perpetuate some myths about the Africans. One is led to the conclusion that the reason the Khoi were the subject of this form of Western humor and comedy is that they have declined to accept Western culture. That the film depicts the Khoi as regarding the whites as gods suggests the strength of this myth.

One must be aware that a discussion of education in traditional African society would be incomplete if it did not address the question of how components of what was learned were related to the totality of life in the community itself. In concluding that education in traditional African society meant nothing more than a practice of superstitious beliefs, Westerners, including the nineteenth-century missionaries to southern Africa, missed a critically important aspect of their claimed knowledge of Africans and their culture.

As soon as the child could walk, his education began to take a definite form. First, he learned the basic components of his culture and society and how to function in them. Those people in positions to influence his educational effort and development, such as members of his immediate family and the entire community,5 often taught him by both example and precept. As Michael Gelfand concludes, the learner’s society taught him “that some things are right and that others are wrong,” 6 and that he was expected to make a clear distinction between the two.

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