Decoloniality and African Education

Decoloniality and African Education: Contested Issues and Challenges is a vibrant and vital collection of essays that addresses the challenges, possibilities, and responsibilities for the future of de- and anti-colonial African educational. Decolonization has become a buzz word of late, so the term is used in this context with a certain trepidation. But the themes of this book go beyond mere rhetoric by creating specific approaches to dismantling colonial educational systems in African and to create a new environment for African education duly informed by local cultural resource knowing, known from grounded everyday practices of authentic African educators. In other words, a revision of educational practices informed by what educators know and are doing for the lessons in envisioning schooling and education in Africa. In this endeavor, while we seek lessons and partnerships with others, African educators are urged to think through solutions specific to the problems and challenges in schools today, and meet the call of our times to provide education to young learners that not only empowers them, but also provides them with background knowledge, cultural grounding, and specific lessons that will enable them to craft their own futures. So how do we “do” decolonial education from the standpoint of African educators and learners everyday schooling practice and knowledge? Decoloniality and African Education argues that a careful embrace of African Indigenous and cultural knowings determine the successful response to this question. It engages both the “decolonial” and the “anti-colonial,” with a reading that the “decolonial” (as many have pointed out, see Parry, 1994) is a process and a path toward an end, which is the goal of the “anti-colonial” (see Dei, 2022).

Decoloniality and African Education is essential reading for students and scholars committed to the improvement of educational outcomes for African American students. It’s a book that empowers educators and raises awareness about African-based teaching environments. It can be used in a variety of courses, including African Studies, African Development, Anti-Colonial Thought and Indigenous Knowledge, and the Pedagogical Implications of Decolonization.

Acknowledgements

1. Introduction
George J. Sefa Dei, Wambui Karanja, Ephraim Avea Nsoh, and Daniel Yelkpieri

2. Localizing Educational Administration and Management in Ghana—The Way Forward
Peter Kwegyir-Aggrey

3. Shaping African Educational Futurities through African Girl-Child and Women Education: The Case Study of Eddah Gachukia’s Work at The Forum for African Women Educationalists
Peter Otiato Ojiambo

4. Towards Decolonizing Language Education in Ghana: The Ecological Turn
David Dankwa-Apawu and Victoria Ofori

5. Towards a Decolonial Future: Ghanaian Teachers’ Collective Visions for STEM Education
Kenneth Gyamerah

6. Anti-Black Gender-Based Violence (aBGBV) as a Decolonial Framework and Black Feminist Intervention
Temitope Adefarakan

7. Training Teachers Differently: Decolonizing Ghana’s Teacher Education Program
Isaac Nortey Darko and Chloe Weir

8. To Decolonize or Not to Decolonize? Locking in Lessons From the COVID-19 Pandemic for Enhanced Education Systems in Africa
Felix Kwabena Donkor

9. A Brief Conclusion: Towards a New Beginning
George J. Sefa Dei, Wambui Karanja, Ephraim Avea Nsoh, and Daniel Yelkpieri

Editors and Contributors

Index

NOTE: Table of Contents subject to change up until publication date.

George J. Sefa Dei

Ghanaian-born George Sefa Dei is a renowned educator, researcher and writer who is considered by many as one of Canada’s foremost scholars on race, anti-racism studies, Black and minority education, African Indigeneity and anti-colonial thought. Professor Dei has forty-seven (47) books, over eighty (80) refereed journal articles, as well as 78 chapters in books to his credit. Finally, in June of 2007, Professor Dei was installed as a traditional chief in Ghana, specifically, as the Gyaasehene of the town of Asokore, Koforidua in the New Juaben Traditional Area of Ghana. His stool name is Nana Adusei Sefa Tweneboah.

Wambui Karanja

Wambui Karanja is a PhD ABD Candidate in the Depart of Social Justice Education at the Ontario Institute for Studies in Education, University of Toronto (OISE/UT). Her research interests lie in the fields of de/anti-colonial theorizing, Indigenous philosophies, research methodologies, gender, law and development theories.

Ephraim Avea Nsoh

Ephraim Avea Nsoh is a Ghanaian politician and was the Upper East Regional Minister of Ghana. Prior to heading the Upper East Region, Ephraim Avea Nsoh was Upper West Regional Minister. He was appointed as principal of the College of Languages Education, University of Education. The appointment was a four-year contract which took effect from October 1, 2016.

Daniel Yelkpieri

Daniel Yelkpieri is a Senior Fellow at the Centre for Educational Policy Studies at the Institute for Educational Research and Innovative Studies (IERIS) in the University of Education, Winneba. He holds a Doctorate in Social Sciences (DSocSci) from the University of Leicester in the UK. He also has an M.Phil in Educational Administration, B.Ed (Psychology) and a Diploma in History from the University of Cape Coast and a Post-graduate Diploma in Teaching and Learning in Higher Education (PGDTLHE) from the University of Education, Winneba. He was the Head of the Department of the Centre for School and Community Science and Technology Studies (SACOST). He was also the acting Director for IERIS for a period of ten months. Currently, he is the Deputy Director of the IERIS.

education; general education; inclusive education; education policy; learning styles; curriculum

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Decoloniality and African Education

Contested Issues and Challenges

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George J. Sefa Dei

Wambui Karanja

Ephraim Avea Nsoh

Daniel Yelkpieri

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