Rethinking the African space in a global education project: A representational reflection in the context of nationalism
Date
2020
Authors
Ndille, R.
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Abstract
The call to a global education project involves transformations of educational ideologies, policy formulation, systems restructuring, and curriculum reforms that go beyond national/local considerations. While advocates of globalization have identified inherent advantages in these transformations, the paper argues that in terms of the ‘globalism’ of its origins, values, and the standards it advocates in education, there is much that meets the eye. It uses attributes such as the origin of the global ideology, the main agents of global educational decision making, and the proposals of the kind of global history curriculum, to argue that a deeper consideration of these attributes reveals Euro-North America as generators and regulators of ideation while Africa and the Global South in general are forcefully involved consumers to the detriment of national and indigenous education orientations that should be prioritized. The paper concludes that until such times when issues of egalitarianism are considered in its ideation, decision making and flow of knowledge(s) within which Africa and the Global South find representation, globalization of education would continue to be seen as the perpetuation of the entrapment of Africa within the global matrices of power.
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Citation
Ndille, Roland. Rethinking the African Space in a Global Education Project: A Representational Reflection in the Context of Nationalism – Research. African Renaissance, Vol. 17, No. 1, 2020, pp. 203 – 231