Abstract
In this article, Evelyn Corrado considers approaches to teaching about Africa, reflects on the geography of her home country of Kenya and explores how teachers can decolonise geography and highlight the diverse, versatile communities, landscapes and environment which make up this vast continent.
The geography of the continent of Africa is represented globally as mainly a desert in a remote continent inhabited by animals and exotic communities. This representation is far from the truth since the continent is versatile, full of diverse vegetation, precious mineral resources, food crops, and inordinate landscapes. The people of Africa have rich cultures with social-economic strengths, which are of great contribution to the globe. However, these realities are overlooked when discussing Africa. To avoid promoting biased stereotypes, it is important for educators to reflect, and review their curriculum, practices, and narratives.
It is imperative that when teaching geography in primary education that teachers provide a balance representation. The teachers should aim to include the lived realities of the African people by listening to their stories, experiences, and philosophies. At a time when the education system is moving towards decolonising curriculum and practices, geographers have a responsibility to do the same. Through critically reviewing their teaching of physical, social, and cultural geographies.
The geography of the continent of Africa is represented globally as mainly a desert in a remote continent inhabited by animals and exotic communities. This representation is far from the truth since the continent is versatile, full of diverse vegetation, precious mineral resources, food crops, and inordinate landscapes. The people of Africa have rich cultures with social-economic strengths, which are of great contribution to the globe. However, these realities are overlooked when discussing Africa. To avoid promoting biased stereotypes, it is important for educators to reflect, and review their curriculum, practices, and narratives.
It is imperative that when teaching geography in primary education that teachers provide a balance representation. The teachers should aim to include the lived realities of the African people by listening to their stories, experiences, and philosophies. At a time when the education system is moving towards decolonising curriculum and practices, geographers have a responsibility to do the same. Through critically reviewing their teaching of physical, social, and cultural geographies.
| Original language | English |
|---|---|
| No. | 108 |
| Specialist publication | Primary Geography: Geographical association journal |
| Publication status | Published - Jan 2022 |