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date: 02 December 2020

Educational Policy for Postcolonial Africalocked

  • Elizabeth Bifuh-AmbeElizabeth Bifuh-AmbeUniversity of Massachusetts Lowell O'Leary Library

Summary

Postcolonialism emerged after World War II as a broad school of thought covering a variety of disciplines, such as politics, sociology, history, and culture; however, postcolonial educational perspectives have risen to prominence as one of the main themes in postcolonialist theory because of the important role that education played as the vehicle through which western cultural hegemony and assumptions about knowledge were promoted, protected, and maintained in Africa. Although independence may have granted more groups access to education and deepened human resource capital, education policies were still heavily steeped in Western traditions and dismissive of indigenous cultural, linguistic, ideological, and philosophical ethos. Postcolonial orthodoxy maintains that African education systems must be understood within the broader political, cultural, economic, and social institutional contexts of Africa. Afrocentric scholars, who form part of the larger postcolonial discourse, call for contextually relevant education, and a return to “the African experience,” as the source and foundation of all forms of knowledge. Comparative and international education scholars advocate for globalized education policy perspectives that take into consideration the actions of multilateral agencies such as the World Bank, the International Monetary Fund, UNESCO, and UNICEF, since these organs determine the economic life sources of many countries and increasingly shape policy debates and agendas in Africa. Africa must also contend with global forces such as the spread of information and communication technologies, the inescapable spread of capitalism from western European countries, the economic expansion of Eastern countries like China, Japan, and India, and the migration of Africans into the metropole. These factors forge shared ecological spaces among nationals in a global village, dramatically shaping lives and changing the purpose of education. If the goal of education is the full development of human personality to live successfully and peaceably with others in a world that is interconnected, then a hybrid education paradigm could be the solution to the education policy conundrum for postcolonial Africa. Hybridity is the combination of Western education ethos and indigenous African philosophies; a dynamic process of strategic integration and the adaptation of a variety of cultural patterns and understandings from both worlds.

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