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

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dc.contributor.authorNdura, Elavie
dc.date.accessioned2007-12-18T16:49:50Z
dc.date.available2007-12-18T16:49:50Z
dc.date.issued2006-05
dc.descriptionThe 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.abstractIn 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.
dc.identifier.citationNdura, 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.
dc.identifier.urihttps://hdl.handle.net/1920/2938
dc.language.isoen
dc.publisherTaylor & Francisen
dc.subjectPost-colonial education
dc.subjectGreat Lakes region
dc.subjectAfrica
dc.subjectMulticultural education
dc.titleTranscending the majority rights and minority protection dichotomy through multicultural reflective citizenship in the African Great Lakes region
dc.typeArticle

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