Mason Archival Repository Service

Transcending the majority rights and minority protection dichotomy through multicultural reflective citizenship in the African Great Lakes region

Show simple item record

dc.contributor.author Ndura, Elavie
dc.date.accessioned 2007-12-18T16:49:50Z
dc.date.available 2007-12-18T16:49:50Z
dc.date.issued 2006-05
dc.identifier.citation Ndura, E. (2006). Transcending the majority rights and minority protection dichotomy through multicultural reflective citizenship in the African Great Lakes region. Intercultural Education, 17(2), 195-205. en
dc.identifier.uri http://hdl.handle.net/1920/2938
dc.description The definitive version of this document can be found here: http://www.informaworld.com/smpp/content~content=a747660641~db=all~order=page This document was created using OCR technology, and may contain minor discrepancies from the published document. en
dc.description.abstract In this paper, the author examines how colonial racist policies and western-bound post-colonial educational practices have contributed to the recurring ethnic conflicts in the Great Lakes region of Africa. After defining democracy and reflective citizenship within the African context, she discusses how teachers' roles should be redefined and pedagogy revamped within a multicultural perspective in order to prepare students to become reflective citizens who are empowered to reframe interethnic relations in the region beyond the pervasive majority rights and minority protection discourse. en
dc.language.iso en en
dc.publisher Taylor & Francis en
dc.subject post-colonial education en
dc.subject Great Lakes region en
dc.subject Africa en
dc.subject multicultural education en
dc.title Transcending the majority rights and minority protection dichotomy through multicultural reflective citizenship in the African Great Lakes region en
dc.type Article en


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search MARS


Advanced Search

Browse

My Account

Statistics