Reforming Education in Africa: The Liberative Pedagogy Perspective
Chris O. Akpan
Philosophy Department, University of Calabar, P.M.B 1115, Calabar, Nigeria.
Christopher Alexander Udofia *
Philosophy Department, University of Calabar, P.M.B 1115, Calabar, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
This research proposes the thesis that liberative pedagogy is germane for the realization of such ennobling ideals like independence, freedom, creativity and development. The work has among its objectives the task of exposing the idea and ideals of liberative pedagogy articulated by selected liberative thinkers. The major problematic unraveled in the course of the research is that the attempt to fully exercise the concept of liberation has the potency of generating contradictions: oppression, anarchy, etc which it is supposed to negate. Thus the work recommends that to sustain the ideals of this pedagogy from engendering contradictions, strong institutions should be established to constantly protect and safeguard the exercise of those ideals. The work concludes by asserting that the positive ideals of the pedagogy when properly delimited and protected are necessary for the realization of a humane democratic society.
Keywords: Liberative, pedagogy, oppressive, philosophy, education