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In this assignment I am planning on defining the following terms colonialism, neo-colonialism, indigenous education, imperialism, and history. Stating the vision and mission of the Namibian institute of mining and technology, and outlining how the institution incorporates the dynamic and characteristic of adult education .Using a timeline to explaining the historical development of adult education in the field of adult education interpreting the western influence on adult education in Africa.
Colonialism is a process of separation, control and domination by a powerful country over a less powerful one, often resulting in the imposition of structure of control and domination. Colonialism influences economic, social, political and cultural sector, …show more content…

Thereby it is gradual and progressive in its achievement and in conformity with successive stages of the physical, emotional and mental development of the leaners. Indigenous education on the other hand is passed on from adult to children, which is supposed to be spread on to everyone in society at a certain stage of life. Further more indigenous education systems are very useful areas of understanding contemporary education issues, especially in the field of adult …show more content…

Mean while the missionaries were important in the 19th century in Namibia as they fulfilled a number of different roles, where as they engaged in adult education programmes by training and facilitating in order to help adults to learn on how to read and write. Where as in 1890 with the introduction of the missionaries in the south marked the introduction of adult education in South West Africa. Meanwhile the missionaries introduced agriculture to the communities in which they lived, by organizing projects and programmes using organized instructional processes. After more than 40 years of education for Apartheid, the development of empowering adult education with previously disadvantage population groups became one of the major challenges for democratically elected government in Namibia. However despite the strike implementation of the Bantu Education System by the white government, some groups of people could still organize alternative education projects aiming at participants gaining more control over their own lives. According to the National Literacy Programme in Namibia, the programme was officially launched in September 1992, two years after Namibia gained independence. Whereby the programme was built on a long tradition of literacy and adult education campaign

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Janet Smylie presents the current challenges facing indigenous Canadians in Westernised educational models. The author outlines the impact of colonisation on indigenous sociocultural belief systems highlighting this as a mitigating factor in the low levels of indigenous youth literacy. Smylie summarises the need to incorporate conceptualisation of Aboriginal culture, learning styles and perceptions when drafting framework for literacy outcomes. Additionally, the author highlights the need for self-determination by utilising the knowledge within communities to officially establish intrinsic connection between health and literacy outcomes in indigenous communities. In particular, embracing indigenous values such as metaphysical beliefs and traditional

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The United States during the early twentieth-century was a heated debate. Constant changes including World War One, the Spanish-American War, and the idea that the United States would join the League of Nations would lead to major debates determining what role the United States should have taken during the constant changing world. This essay is here to go into detail about what the United States should have done during this time period as well as highlight some of the outcomes from a more progressive nation. Imperialism is defined as “The use of diplomatic or military force to extend a nation’s power and enhance its economic interests, often by acquiring territory or colonies and justifying the behavior with assumptions of racial superiority”

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Indigenous people across Canada have been suppressed by the government, system, and settlers still to this day. The residential school system was a system of boarding schools that were established by the Canadian government and administered by various churches to assimilate Indigenous children into Euro-Canadian culture. Many of these children suffered physical, sexual, and emotional abuse from school staff. Even though residential schools have been abolished they can still affect indigenous people today. The book “Indian Horse” clearly represents the intergenerational trauma of Indigenous communities in Canada.

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Before the Indian Act most of the young members of the First Nations followed the traditions and beliefs of previous generations, however, this changed with the introduction of Residential schools through the Indian Act. By 1948, there were 78 schools operating with nearly 10,000 students enrolled. This education network was established by the government but was controlled by the Catholic, Anglican and Presbyterian churches. The objective of this school system was to teach young aboriginals how to integrate themselves into the “normal” Canadian life. In other words, this whole system was a major cultural genocide.

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Amadou Hampaté Bâ is extremely detailed throughout the book, The Fortunes of Wangrin, in explaining the colonial world in West African societies. He provides multiple examples in this work of fiction that precisely describe the factual aspects of African colonialism that we have discussed in class. I will point out a few of the examples that Bâ uses such as: limitations colonial governments set on Africans, the Métis relationships within colonies, and issues that arose, not only between Europeans and Africans, but within the native African communities as well. I will then point out certain details from the book that do not perfectly reflect the components of colonialism that we have studied in lecture.

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-What are the challenges faced by indigenous languages and efforts to revitalize them? -What is the role of indigenous women in their communities and in advocating for indigenous rights? -How has residential schooling impacted indigenous communities, and what are the long-term effects?

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Week ones study was focused on the Aboriginal Acknowledgement of Country and the Indigenous terms of reference. These are two very important topics as they focus on the interaction between Indigenous and Non-Indigenous Australians, fostering a relationship a relationship of trust, respect and understanding. A proper understanding of the Aboriginal Terms of Reference is an integral tool for an aspiring teacher such as myself. They encompass the cultural knowledge, understanding and experiences that are at the center of the Indigenous culture (Oxenham, 1999).

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According to African Perspectives on colonialism, written by A.Adu Boahen in 1987, The elite produced by these colonial educational were with few exceptions people who were alienated from their own society in terms of their dress, outlook, and tastes in food, music,and even dance…. They worshipped European culture… and looked down upon their own( Document 2). Essentially what A.Adu Boahen is saying is that the Africans became more alienated from their culture as the European created the colonial education system. The fact that the creation of the colonial schools caused many Africans to be deprived of their culture and even look down upon it shows that European imperialism was harmful. In The Dual Mandate of British Tropical Africa, Fredrick Lugard states ,We are endeavoring to teach the native races to conduct their own affairs with justice and humanity, and to educate them alike in letters and in industry( Document 9).

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Perspectives To imperialize is to take control of a culture or a group of colonies and teach them the value of another culture. Historically, Imperialism began in Europe because of Social Darwinism, the desire for humanity to make the best possible traits. Therefore, Europe began the idea that it was their duty to influence other colonies and help civilize them. However, imperialist took control of the power they gained and it later became a controversial topic. Imperialist gained power and control economically, politically and socially over the colonies while the colonized people lost cultural values and wealth.

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In The Legacy, Basil Davidson discusses the legacies of colonialism in Africa and gives an insight on modern Africa and the successes and downfalls that it possesses. Moreover, he states that many of the issues seen in modern day Africa are not new and have their roots in the long years of European colonialism that profoundly shaped and continues to shape the continent. Throughout the documentary, various themes regarding postcolonial Africa are mentioned in depth. A few of the themes that Davidson highlights are modernization, ethnicism, corruption, inequality, dictatorship, and neocolonialism.

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Life course perspective is used in social science to help understand human development. It takes into account how a person grows and changes through life experiences. It looks at historical events as well as cultural changes that affect a person’ evolution over their life (The life course perspective, 2003-2018). Life course perspective states that there is complex interaction of social and environmental factors mixed with biological, behavioral, and physiological issues that define the course of a person’s life. Each stage in life exerts influences on the next stage, social, economic, and physical environments and they also have influences through a person’s life course.

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In Engaging and empowering aboriginal youth: A toolkit for service providers the author explains the importance of our shared history and recognizing this. “Within our shared history of colonization and assimilation, there is an obligation of the part of individuals and organizations in the dominant culture to find ways to balance out historical wrongs by helping to bring wider recognition to the immense value of indigenous knowledge and ways of practice” (Crooks, Chiodo, & Thomas, 2009, p. 3). To take an approach of respect and look at the history in which youth today may be dealing with. This can be done by changing program to make sure it is socially, and culturally appropriate.

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Nkrumah hoped that his book would at the least serve as a guide to students who are a part of the “Colonial Question” in addition to “serve to emphasize the over-riding importance of freedom and independence not only for people everywhere who are still under the colonial yoke, but also for those who are becoming the puppets of

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Imperialism, a word that has been thrown here and there for the past century. It means for a country to dominate another country through political, cultural, or military means. Sometimes countries such as Belgium will induce fear through actions such as whipping or forcing labor into the citizens of another country just to gain power over that country. The primary motive of imperialism was nationalist domination, where one nation gains power over another. A country might try to gain power over other countries by trying to gain recognition from other countries.

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I particularly agreed with the authors’ argument about blending cultural and academic knowledge (McKinley & Brayboy, 2005, p. 435). I think it is institution’s responsibility to respect their cultural knowledge but also provide appropriate academic knowledge, relative to Indigenous students to be able to actively engage in reciprocal learning with their cultural knowledge, which, then, adds value to their survivance practice. I find that this piece opened up a new way of looking at the challenges which Indigenous students encounter and the ways to move forward with the situation through changing the perception of education not only from Indigenous students, but also from the perspectives of non-Aboriginal members in institutions by providing a way to

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