Education as a Tool of Control: How Memorization-Based Curriculum Limits African Autonomy
Keywords:
Education, Control, Curriculum, Colonial Influence & Critical ThinkingAbstract
This study explores the role of memorization-based education in perpetuating external control and limiting autonomy within African contexts, emphasizing its colonial roots and ongoing socio-political impacts. Utilizing a qualitative methodology, the research examines historical and contemporary curriculum practices, highlighting how rote learning undermines critical thinking and innovation. The findings reveal that reliance on memorization perpetuates dependency on foreign epistemological systems, stifles creativity, and obstructs cultural integration, thereby constraining Africa's socio-economic development. The study underscores the need for a paradigm shift toward education models fostering critical thinking, problem-solving, and the incorporation of indigenous knowledge. By transitioning to such curricula, African education can promote intellectual autonomy and empower learners to address local and global challenges effectively. The research advocates for comprehensive reforms in teacher training, curriculum design, and educational policies to enhance creativity, independence, and cultural alignment, ultimately fostering a foundation for sustainable national progress.
References
A. S. Singh, “Effects of physical activity interventions on cognitive and academic performance in children and adolescents: A novel combination of a systematic review and recommendations from an expert panel,” Br. J. Sports Med., vol. 53, no. 10, pp. 640–647, 2019, doi: 10.1136/bjsports-2017-098136.
G. J. J. Biesta, “The rediscovery of teaching,” Rediscovery Teach., pp. 1–112, 2017, doi: 10.4324/9781315617497.
K. H. A. Lim, “Use of 3D printed models in medical education: A randomized control trial comparing 3D prints versus cadaveric materials for learning external cardiac anatomy,” Anat. Sci. Educ., vol. 9, no. 3, pp. 213–221, 2016, doi: 10.1002/ase.1573.
R. C. Chick, “Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic,” J. Surg. Educ., vol. 77, no. 4, pp. 729–732, 2020, doi: 10.1016/j.jsurg.2020.03.018.
N. Pather, “Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic,” Anat. Sci. Educ., vol. 13, no. 3, pp. 284–300, 2020, doi: 10.1002/ase.1968.
J. L. Jensen, “Improvements from a flipped classroom may simply be the fruits of active learning,” CBE Life Sci. Educ., vol. 14, no. 1, pp. 1–12, 2015, doi: 10.1187/cbe.14-08-0129.
T. C. Lewallen, “The Whole School, Whole Community, Whole Child Model: A New Approach for Improving Educational Attainment and Healthy Development for Students,” J. Sch. Health, vol. 85, no. 11, pp. 729–739, 2015, doi: 10.1111/josh.12310.
D. Nicol, “Rethinking feedback practices in higher education: a peer review perspective,” Assess. Eval. High. Educ., vol. 39, no. 1, pp. 102–122, 2014, doi: 10.1080/02602938.2013.795518.
H. Riess, “Empathy training for resident physicians: A randomized controlled trial of a neuroscience-informed curriculum,” J. Gen. Intern. Med., vol. 27, no. 10, pp. 1280–1286, 2012, doi: 10.1007/s11606-012-2063-z.
A. Diamond, “Interventions shown to aid executive function development in children 4 to 12 years old,” Science (80-. )., vol. 333, no. 6045, pp. 959–964, 2011, doi: 10.1126/science.1204529.
T. A. Di Prete, “The rise of women: The growing gender gap in education and what it means for American schools,” Rise Women Grow. Gend. Gap Educ. what it Means Am. Sch., vol. 2147483647, pp. 1–277, 2013.
D. R. Bridges, “Interprofessional collaboration: Three best practice models of interprofessional education,” Med. Educ. Online, vol. 16, no. 1, 2011, doi: 10.3402/meo.v16i0.6035.
A. Kärnä, “A Large-Scale Evaluation of the KiVa Antibullying Program: Grades 4-6,” Child Dev., vol. 82, no. 1, pp. 311–330, 2011, doi: 10.1111/j.1467-8624.2010.01557.x.
C. I. Celio, “A Meta-Analysis of the Impact of Service-Learning on Students,” J. Exp. Educ., vol. 34, no. 2, pp. 164–181, 2011, doi: 10.1177/105382591103400205.
J. E. Donnelly, “Classroom-based physical activity, cognition, and academic achievement,” Prev. Med. (Baltim)., vol. 52, 2011, doi: 10.1016/j.ypmed.2011.01.021.
Apple, M. W. (2004). Ideology and Curriculum. Routledge.
Bloom, D. E., Canning, D., & Chan, K. (2014). Higher education and economic growth in Africa. International Journal of Educational Development.
Letsekha, T. (2013). Revisiting the debate on the Africanisation of higher education: An appeal for a conceptual shift. Alternation.
Mamdani, M. (1996). Citizen and Subject: Contemporary Africa and the Legacy of Late Colonialism. Princeton University Press.
Ngugi wa Thiong'o (1986). Decolonising the Mind: The Politics of Language in African Literature. James Currey.
Rodney, W. (1972). How Europe Underdeveloped Africa. Bogle-L’Ouverture Publications.
Sahlberg, P. (2011). Finnish Lessons: What Can the World Learn from Educational Change in Finland? Teachers College Press.
Tabulawa, R. (1997). Pedagogical classroom practice and the social context: The case of Botswana. International Journal of Educational Development.
Tikly, L. (2004). Education and the new imperialism. Comparative Education.
Tikly, L. (2011). Towards Education Quality for All: Transforming Education in the South.
