This essay attempts to shed some light about the contemporary neo-liberal globalization forces, their impact and influence on school curriculum, the politics of knowledge, organisation and funding and the work of teachers in South Africa. The objective is to unearth these neo liberal forces in the world in which neo-liberal discourse has permeated South African education therefore a critical evaluation is required to assess the merits and demerits of globalization so that one can come to a conclusion on whether contemporary neo-liberal globalization forces do play a part on educational provision in South Africa. There is no consensus on the definition of globalization although a number of scholars have tried to define it. According to Held
As culture changes, people’s ways of thinking also change as Chinua Achebe highlights this in his story “Dead Men’s Path”. It is a story about an African young man, Michael Obi, the newly appointed headmaster of Ndume Central School, who wants to reverse the backward ways by forcing modern changes to the school, however, during the process of doing so, he intervenes with the village’s traditional beliefs by placing a fence across the pathway that serves as a significant part of their heritage and culture. “Dead Men’s Path” mirrors the change in culture and the way of thinking of people in Nigeria, Africa during and after the colonization of Britain. The two approaches will be used to arrive at a deeper understanding and to yield a more coherent
INTRODUCTION According to Hargreaves (1988), decolonization referrers to a measure that was put in place to eventually get rid of formal political control over colonized countries and to replace it by some new relationships. In some studies that were focused about the role that was played by the Africans in the augmentation of colonial power, decolonization is defined as a phase of reversing the gains of colonialism and the liberation of the African countries (Cooper, 1996). However, decolonization is not just about obtaining of political independence. Rather, government systems and other institutions, economic organization of the country and also the way in which former colonial people were encouraged to think, are usually determined by the former colonial powers in post-colonial countries which must be the opposite. Understood in this context, South Africa
A weak and powerless continent like Africa would not be able to survive due to their vulnerability because superior countries will take advantage of them. For example, Africans had to grow crops in their own land in minimum wages for the Europeans and pay high taxes. The native Africans were not able to take any action against the Europeans because the Europeans were indomitable compared to Africa. Eventually it led to the Europeans to take advantage of the native Africans by treating them as laborers. In addition, one crucial consequence of European imperialism in China was being exposed to new advancements because new improvements would let a country to progress and become developed.
When the colonial government finished building a railway line from the Kenyan coast all the way to Uganda, settler farming was promoted in order to make the railway pay for itself. Farmers would provide the exports which would be transported by the railway. This saw the encouragement of Europan farmers into Kenya (Maxon 1992, Talbott
African delegates were not in attendance while European nations debated their future. Elizabeth Heath from Oxford References writes, “During the 1870s and early 1880s European nations such as Great Britain, France, and Germany began looking to Africa for natural resources for their growing industrial sectors as well as a potential market for the goods these factories produced.” The European nations were unconcerned with the cultural consequences of their actions in Africa. They were only focused on improving their economies through Africa 's resources and consumer market. This treatment caused Africa to suffer due to their lack of independence. Africa continued to suffer over time reaching to modern times where parts of it are considered developing countries.
His analysis provides a historical understanding of the inseparability of racialization and capitalist exploitation as constitutive of the capitalist system of power. It can be said, that the coloniality of power introduces a universal social classification of the population of the planet in terms of the idea of race. Hence, the race is used to categorize and separate human beings into two groups: superior and inferior (Quijano, 2000: 347). Edward Said refers to this categorization as a Western discourse about the Other which is supported by “institutions, vocabulary, scholarship, imagery, doctrines, even colonial bureaucracies and colonial styles” (Said, 1979: 2). According to Said, this process has worked partly because of the constant interchange between the scholarly and the imaginative construction of ideas about the Orient.
The aim of this essay is to discuss or review Taiwo’s assumption of how colonialism prevented Africa from advancing into a condition of being modern, the evidence used to frame and support this argument and also examine the sources used to support these
It sought to dehumanise the African people. Thus, the dawn of African Literature was in response to the denigrations, history and myths constructed about Africa in conjunction with the colonial enterprise by European authors. This essay is an evaluation of whether African literature has been successful in reclaiming the stories of Africa. It will assume the that stance through the reiteration of African experiences through African characters; African literature has indeed managed to reclaim its stories. To consolidate that stance, the essay will be based on the analysis of Tsitsi Dangarembga’s Nervous Conditions, Chimamanda Ngozi Adichie’s A Private Experience and Njabulo S. Ndebele’s The Prophetess.
It is our duty, all of us, to advocate for lower population growth. However agree with government taking measures to promote education because Africa lacks quality human resources as well as the technical know-how on taping the endowed resources. if we were highly educated( not just a few) we would go far in the development on Africa. so its better for the large population to be educated as Africa is still developing than to have all the natural resources and a large population with no or less education. Improvements in the health and education of all, but especially of women and in conjunction with other social changes that raise the status of women, can have a profound effect in bringing down population growth rates.