This story exlpores the alienation of two young African girls - Nyasha, brought up in England and now a stranger amongst her own people, and Tamba, who leaves her village for the pricey mission school.
The book is a cross between a polemical broadside and a cri de coeur. Connell herself calls it an ‘experiment with truth’ (xiii). Like many established theorists writing from outside the metropoles yet with some measure of recognition there, she is deeply outraged by the invisibility of most non-metropole writing in metropolitan fora.
This paper attempts to explore how indigenous peoples respond to ecological and development challenges and how their cultures and knowledge systems can contribute to the sustainable development agenda. At first, it will look at the characteristics of indigenous knowledge and at indigenous peoples’ notions of development to understand the concepts in which traditional knowledge is rooted.
This book is an important contribution to social science, specifically to the field of history and politics of knowledge production. It also importantly addresses a number of specialised professional fields pinpointing critical perspectives on the contributions of African indigenous knowledge to the knowledge terrain.
Indigenous Knowledge also termed Traditional, Endogenous or Classical knowledge, often fails to contribute to the improvement of the qua lity of human life. This failure can be a ttributed purely to th e lower statu s accorded to this type of knowledge in society.
The article’s focus is the relationship between culture, indigenous knowledge systems (IKS), sustainable development and education in Africa. It analyzes the concept of sustainability with particular reference to education and indigenous knowledge systems.
This paper draws on Okot p’Bitek’s Song of Lawino and other critical voices to argue that education in Africa is victim of a resilient colonial and colonizing epistemology, which takes the form of science as ideology and hegemony. Postcolonial African elite justify the resilience of this epistemology and the education it inspires with rhetoric on the need to be competitive internationally.