• Summary
  • Contents
  • Subject index

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 ...

Chapter 2: Ethnotheories of Developmental Learning in the Western Grassfields of Cameroon

Ethnotheories of Developmental Learning in the Western Grassfields of Cameroon
Ethnotheories of developmental learning in the Western Grassfields of Cameroon
A. BameNsamenang, Pascaline J.Fai, Gladys N.Ngoran, Mairama Y.Ngeh, Fedelis W.Forsuh, Eunice W.Adzemye, and Glory N.Lum1

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 ...

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