03333nam a22003975i 4500001001800000003000900018005001700027007001500044008004100059020001800100020001900118024003500137082001200172100003300184245010500217264004600322300003500368336002600403337002600429338003600455347002400491490004500515505069000560520129901250650002602549650002402575650002702599650001602626650002802642650002902670710003402699773002002733776003602753830004502789856010102834978-1-4020-5771-7DE-He21320260521092128.0cr nn 008mamaa100301s2010    ne |    s    |||| 0|eng d  a9781402057717  a997814020577177 a10.1007/978-1-4020-5771-72doi04a1812231 aSefa Dei, George J.eauthor.10aTeaching Africah[electronic resource] :bTowards a Transgressive Pedagogy /cby George J. Sefa Dei. 1aDordrecht :bSpringer Netherlands,c2010.  aXXVII, 130p.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aExplorations of Educational Purpose ;v90 aHistory as Tool of Colonialism -- Teaching and Learning African History -- The Study of Africa and the African Experience: The Challenge and Possibilities of an Integrative Theory -- Theorizing Africa Beyond Its Boundaries -- Teaching Africa: "Development" and Decolonization -- Reclaiming "Development" Through Indigenity and Indigenous Knowledge -- Indigenous Knowledge! Any One? Pedagogical Possibilities for Anti-colonial Education -- Politicizing the Contemporary Learner: Implications for African Schooling and Education -- Looking to the Future - African-Centred Schooling in Action: Applying Development Discourse to Sustainability, Community Empowerment, and Health Awareness.  aWritten from the perspective of a knowledge base and educational practice that are both African-centred, this volume uses a discursive pedagogy that is anti-colonial in origin. It theorizes colonial - and re-colonial - relations and the implications of imperial structures on knowledge production and use; the understanding of indigenousness; and the pursuit of agency, resistance and subjective politics. Using a refined definition of colonial, less as 'foreign' or 'alien' but more 'imposed and dominating', the author shows us how colonialism is domesticated and how those who have been oppressed by dominant/hegemonic discourses may find it difficult to step out of them, let alone challenge or resist them. The book is a call for a critical interrogation of dominant knowledge about Africa in order to help the contemporary learner come to grips with the challenges and possibilities of knowing about the African world and the African human condition. The author's anti-colonial discursive platform addresses distorted Eurocentric views of Africa, raises ontological and epistemological questions about teaching methods and methodologies relating to Africa, and highlights knowledge indigenous to Africa. At the same time, it shows what the rest of the world can learn from this knowledge. 0aPHILOSOPHY (GENERAL). 0aPHILOSOPHY, MODERN. 0aEDUCATIONxPHILOSOPHY.14aPHILOSOPHY.24aNON-WESTERN PHILOSOPHY.24aPHILOSOPHY OF EDUCATION.2 aSpringerLink (Online service)0 tSpringer eBooks08iPrinted edition:z9781402057700 0aExplorations of Educational Purpose ;v940uhttp://dx.doi.org/10.1007/978-1-4020-5771-7zVer el texto completo en las instalaciones del CICY