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 4: Situated Learning and Compagnonnage Formation: Implications for the Education Systems of Poor (and Rich) Nations1
Situated Learning and Compagnonnage Formation: Implications for the Education Systems of Poor (and Rich) Nations1
The Current Impasse in Education
If one compares, in general terms, the education systems of the poor and the rich nations of the world, important and often discouraging divergences are evident. In the present chapter, I will focus on one such difference, a seldom-discussed contrast most clearly visible at the secondary; and university level. I ask the reader to regard this chapter as a preliminary attempt to focus attention on a nearly invisible and certainly neglected topic.
For many decades poor nations have sought to emulate the education systems of rich countries. They have often tried to ...