In my paper, I use the texts of Ama Ata Aidoo (No Sweetness Here) and Sembene Ousmane (God’s Bits of Wood) using them both as models of colonialist education and as powerful examples of the consequences. Rather than examining the picture from a positively or negatively charged standpoint, I would like to explore the tools given to these particular authors as a result of the exposure to Western canon and teaching methods. I think that under the circumstances, rather than employing education as a means to control—as, I discuss, was often the primary motivation colonizers had for educating their colonized—in fact gave at least Aidoo and Ousmane an arsenal of literary weapons with which to strike out against their oppressors, and produce masterpieces worthy of canon. I discuss the implications of colonialism on education in Africa, as well as what implies “Western education,” and the consequences thereof for both the colonized citizen and the colonizer. Within the paper, I first define Western education, including emphases, approaches, and techniques. Then, I examine how, if at all these tactics differ from African education, and define it as well. I research African education tactics—which I am certain vary tremendously even within each country— and therefore more specifically how they relate to the authors listed above. Using these authors, I examine specific systems and how they may or may not differ from more western approaches.
While this opinion is perhaps controversial, I must stand by my belief that education is neither good nor evil, but an opportunity to arm oneself with knowledge, and more importantly, the ability to think critically and therefore powerfully. My goal in this paper is to explore the consequences of education, both in the contexts of both the West and these two authors, as well as how education affects an oppressed people.
If you have any comments, or ideas for the paper, I would be more than happy to hear them.
