By Norah Barongo-Muweke
Norah Barongo-Muweke goals to reconstruct a concept of citizenship schooling for the postcolonial South. She works in the direction of fostering medical building and mainstreaming of postcoloniality as analytical type, measurement of gender, coverage, sustainable studying and societal transformation. A constant conceptual framework for theorising jointly gender and postcoloniality is absent up to now. In her analyses citizenship wisdom and its bedrock associations are eroded.
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Extra resources for Decolonizing Education: Towards Reconstructing a Theory of Citizenship Education for Postcolonial Africa
Transposition of step IV of didactic structuring is recursively attempted at this level. Within this framework, the introduced theoretical concepts are handled in more detail and linked to a variety of postcolonial historical and empirical contexts in order to demonstrate their scientific relevance and concrete manifestations. This chapter attempts the mental modelling of postcolonial consciousness. Mental models and substructures of consciousness emerge as indispensable for reconstructing post-coloniality.
4). ). To foster multidisciplinarity and the construction of postcoloniality as analytical category, this chapter provides a conceptual template for integrating postcolonial theories, Lange’s political consciousness, feminist epistemologies of gender and indigenous knowledges. The chapter posits the question, how can political didactic structuring and educational research in general draw on multidisciplinary analysis of meta scientific discourses and postcolonial learners’ life worlds to design postcolonial sensitive learning environments and construct postcoloniality as analytical category?
1 Theoretical Concepts 43 meaning within the ambivalence of double time and space55. Alienation is applied by Freire to describe the abstraction of cognitions and action skills from respective environments. According to him, external orientation and prescription of learning contents produced nostalgic consciousness and effectively grounded a rejection of local environments and a simultaneous irresistible attraction to the environment and lifestyle of the director society. Therefore, according to him, sustainable transformation requires changing national curriculum56.