عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
T591
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Globalization, critical post-colonialism and career and technical education in Africa: Challenges and possibilities
نام عام مواد
[Thesis]
نام ساير پديدآوران
;supervisor: Hytten, Kathy
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Southern Illinois University at Carbondale: United States -- Illinois
تاریخ نشرو بخش و غیره
: 2012
مشخصات ظاهری
نام خاص و کميت اثر
231 Pages
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
In Sub-Saharan Africa (SSA), technical and vocational education and training (TVET) is central to political discourses and educational concerns as a means for economic development, poverty alleviation, youth employment, and social mobility. Yet, there is an intriguing contradiction between this consideration and the real attention dedicated to TVET. Research on African TVET is varied, but tends to be narrowly focused on issues of policies, economic strategies, cost-efficiency, curriculum contents, and outdated equipment. Offering an alternative inquiry, the purpose of this conceptual dissertation was to use critical education theory and post-colonial insights to explore the macro and micro challenges SSA TVET systems are facing in a global context. Indeed, in the era of economic and cultural globalization, the African continent has the opportunity to make its way toward socioeconomic development. Still, rich countries are getting richer and the poor poorer. The African continent is rich in natural, mineral, agricultural, human, and intellectual resources. Thus, there are opportunities for well-being and educational prosperity. However, all statistics show that Africans are the poorest in the world. I argue that this poverty is socially constructed and not an inevitable condition for Africans. Unemployment is a tough reality in SSA. The number of students enrolling in TVET is increasing. From the critical and post-colonial conceptual framework I illustrate structural and systematic concerns to show how SSA TVET systems involve oppression, exploitation, marginalization, prejudice, stereotypes, gender discrimination, reproduction, hegemony, and subalternity. Through the concept of democratic education Dewey and Freire offer, I envision, idealistically and realistically, a holistic and emancipatory TVET where the main concern would not just be to train hands but also heads. In so doing, SSA TVET could develop students' critical awareness about citizenship, self-determination, and problem-solving in order to create social cohesion, peace, and stability in Africa.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
African Studies
موضوع مستند نشده
Educational evaluation
موضوع مستند نشده
Educational leadership
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Social sciences
اصطلاح موضوعی
Education
اصطلاح موضوعی
Challenges
اصطلاح موضوعی
Critical theory
اصطلاح موضوعی
Democratic education
اصطلاح موضوعی
Globalization
اصطلاح موضوعی
Postcolonialism
اصطلاح موضوعی
Vocational education
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Goura, Tairou
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Hytten, Kathy, supervisor
دسترسی و محل الکترونیکی
تاريخ و ساعت مذاکره و دسترسي
TL591.pdf
متن ارتباطي
لببیلبیلبیلیب
وضعیت انتشار
فرمت انتشار
e
اطلاعات رکورد کتابشناسی
نوع ماده
TL
کد کاربرگه
254359
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
