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ERIC Number: EJ847745
Record Type: Journal
Publication Date: 2006
Pages: 17
Abstractor: ERIC
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0160-5429
Eurocentric Discourses and African Philosophies and Epistemologies of Education: Counter-Hegemonic Analyses and Responses
Abdi, Ali A.
International Education, v36 n1 p15-31 Fall 2006
The general understanding of epistemological questions is that they focus on questions that examine the theories of knowledge and ways of knowing. As such, different epistemic (knowledge) traditions should be expected to develop diverse trajectories of knowing and constructing select bodies of knowledge. Hence, the importance and increasing popularity of contextualism in epistemological studies and analysis, which speaks about how what knowledge asserts or proposes would vary from one context to another. In this essay, the author discusses the fact that epistemology should clarify for people the reality that knowledge (and all its related packages) are socially constructed, locational, undoubtedly temporal, and selectively fluid. The author critically examines and analyzes traditional, colonial, and possible postcolonial systems of African education and how these have been situated within and around the contours and discursive platforms of dominant European philosophies and theories of knowledge.
College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site: http://cehhs.utk.edu/publications/default.html
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa