A Comparative Model for Secondary-School Study of Sub-Saharan Africa

1969 ◽  
Vol 12 (01) ◽  
pp. 9-26
Author(s):  
James Neil Hantula
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Comparative Advantage ◽  
Divergent Thinking ◽  
Sub Saharan Africa ◽  
Social Studies Curriculum ◽  
School Study ◽  
The Social ◽  
Central Elements ◽  
Sub Saharan

Singularly lacking in the current discussion of concepts as the appropriate basis for the new social studies curriculum are concepts which are comparative in nature. For example, the Social Studies Curriculum Center at Syracuse University identified eighteen substantive concepts that “appear to be appropriate for elementary and secondary programs in social studies.” Only one concept -- “comparative advantage” -- of these eighteen substantive concepts, however, even faintly implies a comparison. Moreover, comparative advantage is described in terms of bargaining and conflict, not in distinctive social realities. A different group of concepts was identified by the Wisconsin Social Studies Committee. The Committee attempted to identify several basic conceptual ideas that underlie the central elements of history and each of the social sciences in order “to help our young people extract meaning and bring order from the sea of facts which may otherwise inundate them.” But the concepts identified by the Wisconsin Social Studies Committee are vague and do not imply comparison of data or interpretations. The major concept identified for history, for example, is “Change is inevitable.” But what does the concept mean? Does the concept help the student in extracting meaning and bringing order to a sea of facts? More important, does the concept exclude the possibility of constants in history which may be the truth of the matter for some societies? Indeed, the concept, as stated, encourages convergent rather than divergent thinking by the student. Like a Mondrian painting, the reality depicted may be impressive but no one is quite sure what it all means.

scholarly journals What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework

2019 ◽  
Vol 11 (2) ◽  
pp. 142-158 ◽  
Author(s):  
Simon Eten Angyagre ◽  
Albert Kojo Quainoo
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
African Country ◽  
Global Citizenship ◽  
Social Studies Curriculum ◽  
Critical Dimensions ◽  
Global Citizenship Education ◽  
The Social ◽  
Sub Saharan ◽  
School Curricula

A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach to the delivery of Ghana's current social studies curriculum for senior high schools.

Teaching About Africa South of the Sahara in American Secondary Schools -- A Survey and a Challenge

1968 ◽  
Vol 11 (01) ◽  
pp. 18-27
Author(s):  
Barry K. Beyer
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Western Civilization ◽  
Academic Training ◽  
Social Studies Curriculum ◽  
Curriculum Guide ◽  
The Social ◽  
Dark Continent ◽  
Ready Access

The study of Africa south of the Sahara in American secondary schools has traditionally been most conspicuous by its absence. In fact, the secondary-school social studies curriculum, oriented as it has always been to the study of western civilization, has rarely allowed for the study of any nonwestern region or culture, least of all that of the “Dark Continent.” Now, however, this situation is changing, and changing rapidly. Considerable efforts are being made today to introduce the study of the Non-West into the curricula of many secondary schools. And, for a variety of reasons, an increasing number of schools are making special efforts to include Africa south of the Sahara in this study. These efforts, however, are proving a difficult, if not insurmountable, challenge for most teachers and curriculum builders. Few, indeed, are the social studies teachers and supervisors with the academic training or extended living experience in the lands below the Sahara required to provide the insights upon which a worthwhile study of this region can be structured. Most schools do not have ready access to the advice of Africaniste on this subject. Even worthwhile printed guidelines for designing a study of this region are sorely lacking; with the exception of Leonard Kenworthy's Studying Africa in Elementary and Secondary Schools (10), there is not a single book, pamphlet, handbook, or curriculum guide to which teachers may profitably turn for help.

Slaves and society in Western Africa, c. 1445—c. 1700

1980 ◽  
Vol 21 (3) ◽  
pp. 289-310 ◽  
Author(s):  
J. D. Fage
Keyword(s):  
Social Mobility ◽  
Social Groups ◽  
Early Years ◽  
Sub Saharan Africa ◽  
Western Africa ◽  
The Social ◽  
African Slaves ◽  
Limited Supply ◽  
Sub Saharan

Published European first-hand accounts of the coastlands from Senegal to Angola for the period c. 1445-c. 1700 are examined to see what light they throw on the extent to which institutions of servitude in pre-colonial sub-Saharan Africa were autonomous developments or a response to external demands for African slaves. It seems clear that when, in the early years of this period, European traders first approached societies along the western African coasts, they were commonly offered what they called ‘slaves’ in exchange for the goods they had brought. But it would be wrong to conclude from this that a slave class was necessarily a feature of western African coastal societies when these were first contacted by Europeans. It is clear, for instance, that the Europeans preferred to deal with societies which had developed monarchical governments, whose leaders had control of sufficient surpluses to make trade worthwhile. The evidence suggests that in these societies most individuals were dependants of a ruling and entrepreneurial elite, but that there was also social mobility. A category of dependants that particularly attracted the notice of the European observers was women, whom men of power and wealth tended to accumulate as wives (and hence as the potential mothers of still more dependants). The necessarily limited supply of women may have been a factor encouraging such men to seek to increase their followings, and thus their status, power and wealth, by recruiting other dependants by forcible, judicial and economic means. While many such dependants, or their offspring, would be assimilated into the social groups commanded by their masters, the latter were certainly willing to contemplate using recently acquired or refractory recruits in other ways, such as exchanging them for alternative forms of wealth.

Transcontinental Modernism. M&G as an Unité d’habitation and a factory complex in Mozambique

2010 ◽  
pp. 70-73
Author(s):  
Ana Tostões ◽  
Maria Manuel Oliveira
Keyword(s):  
Social Program ◽  
Sub Saharan Africa ◽  
Industrial Complex ◽  
Architectural Heritage ◽  
Technological Approach ◽  
The Social ◽  
Sub Saharan ◽  
Overseas Territories ◽  
Architectural Modernism

With the aim of contributing to the documentation and conservation of the modern architectural heritage, this paper presents Monteiro & Giro Complex (M&G), built during the 50’s in Quelimane, Mozambique, with the goal of stressing the modernity of the social program and the technological approach. If one wants to gain a better understanding of the worldwide Diaspora of architectural modernism, it is essential to document and analyse the important heritage of sub–Saharan Africa. Modern architectural debates have been reproduced, transformed, contested and sometimes even improved in distant lands and overseas territories. These contradictory aspects of Modernist practice are revealed in the programmatic, technological and structural M&G industrial Complex.

Sign in / Sign up

Export Citation Format

Share Document