(African Traditional Oral Literature and Visual Cultures as Pedagogical Tools in Diverse Classroom Contexts) [PDF/EBOOK] µ Lewis Asimeng–Boahene

KS systems but we strongly believe that There Are Similar And Eually are similar and eually and important TIKS systems in *other parts of the world Asia the Far East Central and Southern America as well * parts of the world Asia the Far East Central and Southern America as well the Caribbean that are longing for exploration and expositionIt is therefore our fervent hope that exploration and issemination of knowledge in this field will continue with the flame lighted from this endeavor We believe that these efforts will greatly enhance awareness an otherwise neglected and almost forgotten but important aspects of knowledge creation and issemination especially about traditional "And Hitherto Unwritten Histories And "hitherto unwritten histories and systems around the world These undertakings will help to broaden the conceptualization of what constitutes global knowledge within the current reality of globalizatio. ,


African Traditional Oral Literature and Visual Cultures as Pedagogical Tools in Diverse Classroom ContextsThis book the second in the series is a istinct exploration of how educational policy makers curriculum evelopers educators learners and social activists can educational policy makers curriculum evelopers educators learners and social activists can the hitherto untapped rich resource of African traditional oral literature and visual cultures These are epistemological reservoirs and invaluable pedagogical tools in the elivery of content in the classrooms of the present global village most of whom contain iverse student populations from varying backgrounds The content of the book is thus esigned to help expand educators' repertoire of understanding beyond the hitherto conventional wisdom most of which are either outdated or are colonial impositions on former Colonial EntitiesOur Motivation For Pulling Together This entitiesOur motivation for pulling together this was ue to the fact scholars educators and educational. Policy makers have hitherto paid little attention to the epistemological and pedagogical value of Traditional Indigenous Knowledge systems TIKS Our objective has been largely the epistemological and pedagogical value of Traditional Indigenous Knowledge systems TIKS Our objective has been largely by this anthology in the sense that the research perspectives of the contributors to this effort have enhanced the hitherto limited exposure and knowledge about traditional oral literature and visual cultures in Africa The torch that has been lighted from this endeavor heightens the epistemological and pedagogical implications of TIKSIn launching this book we are extending a clarion call to researchers and isciples of Indigenous Knowledge Systems In Africa And in Africa and to seize this opportunity and interest generated by "THIS ENDEAVOR TO UNDERTAKE STUDIES IN "endeavor to undertake studies in area Our current efforts were focused mainly on Africa TI.