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首页> 外文期刊>Journal of Education and Practice >Integrating African Indigenous Knowledge In Nigeria’s Formal Education System: It’s Potential For Sustainable Development
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Integrating African Indigenous Knowledge In Nigeria’s Formal Education System: It’s Potential For Sustainable Development

机译：将非洲土著知识整合到尼日利亚的正规教育系统中：可持续发展的潜力

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The paper points up to the fact that the success of any education system and hence sustainable development depends not only on the nature of its aims, but also on its content. Most of the early Western scholars at the time of colonization, assumed that because Africans knew no reading and writing, they had no systems, contents and methods of education to pass on to the young. To such scholars, education in Africa meant Western civilization. The failure to integrate indigenous learning and Western education was partly a deliberate effort to eradicate African education. The introduction of Western institutions by some colonial agencies, especially the Christian missionaries was also calculated to undermine many aspects of African social structures and pave the way for their replacement. The Western assault on traditional knowledge also applied to the replacement of local languages with foreign languages. With achievement of independence for most African countries in the 1960s, little effort was devoted to considering whether the knowledge conveyed in the schools was of relevance for the young nations. The more urgent problems had to do with the expansion of education, with the building of new schools, with government take-over of private schools as well as doing away with racially-segregated schools. Consequently, curriculum reform to reflect the relevance of the African setting did not take place. Western curricula values continued to be reinforced after independence. The current forces of globalisation, which have strong elements of cultural imperialism and aim at the harmonization of attitudes, supposedly, with the emergence of a global culture and the domination in the use of foreign languages in primary schools in Africa provide little or no room for acquisition of African indigenous knowledge. To arrest the current situation, the paper proposes that it is best for Africa to look up to herself for the development of her own curricula and modes of delivery through the examination of methods and techniques of indigenous African knowledge.
机译：本文指出以下事实：任何教育系统的成功以及可持续发展的成功不仅取决于其目标的性质，还取决于其内容。在殖民时期，大多数早期的西方学者都认为，由于非洲人不懂读写，所以他们没有向年轻人传授的教育系统，内容和方法。对于这类学者而言，非洲的教育意味着西方文明。未能将土著学习与西方教育结合起来，在一定程度上是根除非洲教育的蓄意努力。一些殖民地机构，特别是基督教传教士引入西方机构，也被认为破坏了非洲社会结构的许多方面，并为它们的替代铺平了道路。西方人对传统知识的攻击也适用于用外语代替当地语言。 1960年代，随着大多数非洲国家实现独立，很少投入精力来考虑学校中传达的知识是否与年轻国家有关。更紧迫的问题与扩大教育，新建学校，政府接管私立学校以及废除种族隔离的学校有关。因此，没有进行反映非洲环境相关性的课程改革。独立后，西方课程的价值观继续得到加强。当前的全球化势力具有强大的文化帝国主义成分，旨在实现态度的统一。据推测，随着全球文化的兴起以及非洲小学使用外语的统治，几乎没有或没有空间获得非洲土著知识。为了解决当前的情况，该文件建议非洲最好通过审查非洲土著知识的方法和技术，自己制定自己的课程和教学方式。

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