Educational Theories and Practices from the Majority World draws attention to ethnocentrism in educational research and practice. Whether it is educational theory, research or educational practices, most of the discourse is strongly marked by one single model, Western, so-called “modern” schooling. Scientific knowledge about education is typically seen as Western, and non-Western contexts are made subject to Western paradigms of inquiry.
This book counters this Western ethnocentrism and suggests some means to fight it. The Western perspective stems from a minority and it does not represent the majority of the world population that is situated outside of Europe and North-America. For millennia, various forms of educational theory and practices have been developed all over the world, and these are still in existence even though they may be ignored and despised by mainstream educational science. What does this wealth of educational forms have to offer in terms of innovative ideas? Could some of these be used to improve the quality and the appropriateness of modern schooling everywhere in the world?
The book contains contributions by authors from Africa, Asia, Europe, North America, Oceania, and South America. Several of them usually write in French or in Spanish, which will permit access to theories and research not always covered in English.
Chapter 2: Ethnotheories of Developmental Learning in the Western Grassfields of Cameroon
Ethnotheories of Developmental Learning in the Western Grassfields of Cameroon
In all societies throughout human history, people have educated their children (Reagan, 1996). Indeed, a universal characteristic of human civilizations is a concern for preparing the next generation. Such preparation, along with undergoing the processes of psychosocial differentiation, predates the emergence and exportation of academic disciplines, including educational science. For Fafunwa (1974), the history of education in Africa is incomplete without adequate knowledge of the indigenous education systems that existed in the distant past before the arrival of Arabic-Islamic and Western-Christian versions of education (Nsamenang, 2005b), to confer on Africa its contemporary ...