African indigenous knowledges and education: Implications for youth of African descent and Black -fo...

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" African indigenous knowledges and education: Implications for youth of African descent and Black -focused schools in Toronto "
Gale Solomon-Henry

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	54846
Doc. No	:	TL24800
Call number	:	‭NR15946‬
Main Entry	:	Gale Solomon-Henry
Title & Author	:	African indigenous knowledges and education: Implications for youth of African descent and Black -focused schools in Toronto\ Gale Solomon-Henry
College	:	University of Toronto (Canada)
Date	:	2006
Degree	:	Ed.D.
student score	:	2006
Page No	:	204
Abstract	:	This study examines traditional African indigenous knowledges and educational practices for the purposes of determining their relevance to and applicability in Black-focused schools in Toronto, Ontario. Literature-based, the study examines the writings of Afrocentrists---Cheikh Anta Diop, Molefi Asante, George Dei, Annette Henry and others---as integral to its exploration. In discussing traditional African education, I probe two indigenous African societies---Kenya in East Africa and Nigeria in West Africa. Equally critical as aids to understanding African indigenous knowledges are the works of Jomo Kenyatta wherein are detailed the pre-colonial education system of the Gikuyu peoples of Kenya, and those of Babs Fufunwa in relation to Nigeria. Also examined is knowledge transmission in the Nile Valley (Ancient Egypt and Nubia) to investigate how ancient Egypt is connected to other indigenous African societies through commonalities in educational practices and beliefs. The impact of colonialism and colonial education on these cultures and the consequent destruction of their traditional educational systems also comprise salient aspects of this study. From the point of view of contemporary education in Toronto, Ontario, some of the common dilemmas within the system---drop-out rates, violence, class size, teacher accountability, and lack of minority teachers/personnel---are appraised to determine their impact on students of African heritage. This thesis identifies the problems or gaps inherent in the assumption of academic success as the only true measure of success, highlights those aspects of indigenous education and knowledges that may be applicable in filling the gaps caused by this assumption and consequent practices, and proposes that a union of the two systems is not only necessary but possible through incorporating elements of African indigenous education into the current system's practices, policies and curricula.
Subject	:	Social sciences; Education; African descent; Black-focused schools; Indigenous; Ontario; Toronto; Curricula; Teaching; Bilingual education; Multicultural education; African Americans; 0282:Multicultural education; 0727:Curricula; 0727:Teaching; 0325:African Americans; 0282:Bilingual education
Added Entry	:	University of Toronto (Canada)