Learning through participation: towards defining adult learning in an African rural village context

This article analyses the studies of adult learning in Africa, where they exist, often draw uncritically on Western theoretical and methodological frameworks such as andragogy, experiential learning, and transformative learning. These frameworks are informed by individualistic conceptions of learners and learning, shaped by industrial and postindustrial political economy, liberal democratic politics and consumerist culture. Such … Continue reading Learning through participation: towards defining adult learning in an African rural village context

Indigenous Knowledge and the African Way Forward: Challenges and Opportunities

Abstract Indigenous knowledge exists and particularly in Africa and is being challenged as science and this negatively influences the harnessing of it globally. The study focused on the history of knowledge as science and the evolutionary analysis of science as a body of knowledge, within a Grounded Theory approach. The findings revealed that indigenous knowledge … Continue reading Indigenous Knowledge and the African Way Forward: Challenges and Opportunities