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.
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.
