Challenging Perceptions of Africa in Schools

Přispěvatelé: O’Toole, Barbara, Joseph, Ebun, Nyaluke, David
Jazyk: angličtina
Rok vydání: 2020
Předmět:
Primary Geography Education
Light Year IP
trade justice
Pop Star
global citizenship education
Coffee Wilt Disease
primary school pedagogy
International Service Learning
critical intercultural education
White Saviour Complex
Global North
Greater Intercultural Sensitivity
Global South
UK Supermarket
images of Africa
Hegemonic Knowledge System
African countries
Educational Materials
active unlearning
Intercultural Education
meaningful action
Praxis Suggestions
race consciousness
Endline Data
thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools
thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education
tertiary education::JNMT Teacher training
thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of education
thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy
Druh dokumentu: book
DOI: 10.4324/9780429467127
Popis: This book challenges educational discourse in relation to teaching about Africa at all levels of the education system in the Global North, with a specific case study focusing on the Republic of Ireland. The book provides an interrogation of the proliferation of negative imagery of and messages about African people and African countries and the impact of this on the attitudes and perceptions of children and young people. It explores how predominantly negative stereotyping can be challenged in classrooms through an educational approach grounded in principles of solidarity, interdependence, and social justice. The book focuses on the premise that existing educational narratives about the African continent and African people are rooted in a preponderance of racialised perceptions: an ‘impoverished’ continent dependent on the ‘benevolence’ of the North. The cycle of negativity engendered as a result of such portrayals cannot be broken until educators engage with these matters and bring critical and inquiry-based pedagogies into classrooms. Insights into three key pedagogical areas are provided – active unlearning, translating critical thinking into meaningful action, and developing a race consciousness. This book will appeal to academics, researchers, and post-graduate students in the fields of education and teacher education. It will be of interest to those involved in youth work, as well as intercultural and global citizenship youth trainers.
Databáze: OAPEN Library
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