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Coles African Philosophy and Educational Leadership: Decolonising Education for Sustainable Development at Village Green Shopping Centre in Vernon, BC
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This book critically examines African philosophy to explore new possibilities for the transformation and decolonization of school and educational system leadership. It covers Pre-colonial, Colonial, Pre-modern, Modern, and contemporary African philosophy drawing out the educational value in the major philosophers of those periods. The philosophers covered include Ptahhotep, Isis, Horus, Moses, Kwasi Wiredu, Mogobe Benard Ramose, and Imhotep. The themes and issues covered include African spirituality, diversity, the hegemony of Western forms of knowledge, indigenous ways of knowing, and critical sustainable development. Through explorations of these themes, Ebot shows how educational leaders can enable communities to participate in their own educational development in majority world settings. He argues that African philosophy, leadership, and sustainable development is not a phenomenon that was introduced by the West through colonialism but has always been there in the African continent. Therefore, the Western concept of education for sustainable development must incorporate indigenous African philosophies of education to make meaningful change to African education systems.
This book critically examines African philosophy to explore new possibilities for the transformation and decolonization of school and educational system leadership. It covers Pre-colonial, Colonial, Pre-modern, Modern, and contemporary African philosophy drawing out the educational value in the major philosophers of those periods. The philosophers covered include Ptahhotep, Isis, Horus, Moses, Kwasi Wiredu, Mogobe Benard Ramose, and Imhotep. The themes and issues covered include African spirituality, diversity, the hegemony of Western forms of knowledge, indigenous ways of knowing, and critical sustainable development. Through explorations of these themes, Ebot shows how educational leaders can enable communities to participate in their own educational development in majority world settings. He argues that African philosophy, leadership, and sustainable development is not a phenomenon that was introduced by the West through colonialism but has always been there in the African continent. Therefore, the Western concept of education for sustainable development must incorporate indigenous African philosophies of education to make meaningful change to African education systems.
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