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Although the !Kung San of southern Africa differ greatly from the people in the west African nation of Mali, both areas share similar problems. Both suffer from diseases, illnesses, malnutrition, and having to adapt to the ever changing and advancing cultures around them. What I found to be the most significant problem that is shared between both areas is that the people suffered from a lack of education. In the book Dancing Skeletons: Life and Death in West Africa by Katherine A. Dettwyler, there is a lack of education in proper nutritional practices, taking care of children and newborns, and basic medical knowledge and practices. The Dobe Ju/’hoansi have recently started putting in schools to help children receive an education to help them have better success with the surrounding peoples and culture, but there is a lack of attendance in these schools. There are also many education issues in proper sexual practices that would help stop the spread of HIV and AIDS, in a place in the world were theses illnesses are at surprisingly high levels.
The first part of this paper will discuss the education problems in the Dobe Ju/’hoansi with their school systems. There are also many divergent views about educating the public in sexual health practice, and the use of protection in general. This section will also cover the education problem in Mali related to poor nutritional and medical knowledge. The second part of the paper will cover differing views between western society and the native point of view in both the Dobe Ju/’hoansi and the people of Mali. The last part of the paper discusses some solution-oriented recommendations to the education problems and some of the steps that have already begun to take place to help improve conditi...
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...nough. “If you pour all these resources into keeping kids alive, without following up on their long-term health through more extensive gardening projects and nutritional education programs, then you’re just wasting everyone’s time, money, and energy (Dettwyler 1994: 145).”
In conclusion, the suffering from malnutrition as well as the lack of education in rural Africa are spotlighted in both Dettwyler and Lee’s books. Both anthropologists give an insight into the true nature of the many problems faced by the people and how they confront life and death in a completely foreign manner. Even though both areas suffer from similar problems, steps are slowing being taken in the right direction to help educate people by setting up programs and making better schools. Although both the societies and their issues differ greatly, both are advancing toward similar solutions.
“Africa is failing to keep up with population growth not because it has exhausted its potential, but instead because too little has been invested in reaching that potential.” Paarlberg backs this claim with evidence that India’s food issue was solved with foreign assistance in development and offers that the solution to Africa’s food shortage is also development and farm modernization endorsed by foreign aid.
Selection of Book: There were numerous purposes and objectives as to why I chose to read this particular anthropology manuscript of all the various other options available. For one, I selected this book initially due to the title of the book. “Dancing Skeleton” was the portion of the title that primarily stuck out to me, and made me imagine African children – who we see on commercials all the time in third world countries, which tend to look malnourished all throughout their adolescents – dancing around with skin-wrapped skeletal bones. Personally, for me, seeing children suffering from malnourishment and starvation must be one of the most unbearably agonizing pains a child can go through, not to mention the suffering of a mother having to watching her child gradually starve to death. I was additionally very much interested in understanding precisely what other individuals in different parts of the world and specifically Mali, are lacking that is affecting their health and well-being so noticeably. Furthermore, I was especially interested is reading informal stories and accounts through the eyes of the author about conducting specified field research on infant feeding and the importance of children
2 May 2014. Breidlid, Anders. " Culture, Indigenous Knowledge Systems And Sustainable Development: A Critical View Of Education In An African Context. " International Journal Of Educational Development 29.2 (2009): 140-148.
Brief History From the 1500s to the 1700s, African blacks, mainly from the area of West Africa (today's Senegal, Guinea, Sierra Leone, Gambia, Liberia, Ivory Coast, Ghana, Dahomey, Togo, Nigeria, Cameroon, and Gabon) were shipped as slaves to North America, Brazil, and the West Indies. For them, local and tribal differences, and even varying cultural backgrounds, soon melded into one common concern: the suffering they all endured. Music, songs, and dances as well as traditional food, helped not only to uplift them but also quite unintentionally added immeasurably to the culture around them. In the approximately 300 years that blacks have made their homes in North America, the West Indies, and Brazil, their highly honed art of the cuisine so treasured and carefully transmitted to their daughters has become part of the great culinary classics of these lands. But seldom are the African blacks given that recognition.
Kofi Annan persuades his readers that Africa's fate lies in their women with several different ideas. These ideas can be condensed down to two main topics. First, women are the main agriculture workers in Africa. When the mother of a family dies her farming knowledge goes with her. This, in turn, causes farming in her family to dwindle and eventually leads to starvation. Second, when a mother dies in Africa it has a ripple effect on her family. When she dies, her children are often orphaned. Her death can also cause her older female children to drop out of school so they can help to support their family. Without proper education, these children are more likely to not know how to protect themselves against AIDS. Annan closes his essay with the hope that the problem is at least starting to get better, noting that AIDS infection rates have declined throughout Africa.
stuff in the community. First of all, the East African communities are lacking proper education. Only
1.) My favorite dance lab was West African because I enjoyed dancing to the beat of the drums and learning about the history of the dance we performed. The choreographer mentioned that the dance we performed is normally performed to welcome outsiders. One reason why I found the dance lab enjoyable is because it was my first time dancing West African so I was vulnerable and less judgmental. Therefore, I did not feel hesitant in learning how to dance West African; instead, I was really into the dance and gave it all my energy. On the other hand, if the music was different I do not think I would have liked this style of dancing because I enjoyed dancing to the beat of the drums and the music. What
Access to health care in Ethiopia has left many people without proper health care and eventual death. Millions of people living in Ethiopia die because of the lack of access to the health care system; improving the access to the healthcare system in Ethiopia can prevent many of the deaths that occur, but doing so will pose a grueling and challenging task. According to Chaya (2012), poor health coverage is of particular concern in rural Ethiopia, where access to any type of modern health institution is limited at best (p. 1). If citizen of Ethiopia had more accessibility of the healthcare system more individuals could be taught how to practice safe health practices. In Ethiopia where HIV, and maternal and infant mortality rates are sky high, more education on the importance of using the healthcare system and makin...
Education in Africa began as a tool to prepare the local youth to take their place in their respective societies and not necessarily for life outside of Africa. In some areas, the pre-European colonialism schooling system consisted of groups of older people
This shows us how the educational system in Africa was destroyed and replaced with a
Africa by far is the poorest continent, where the bottom eighteen countries on the Human Development Index all belong to Africa, 36.2% of the population lives on less than a dollar a day, and the total GDP of all of Africa is 1.184 trillion USD (about one sixteenth that of the United States). Researchers, reporters, and NGO’s alike go into Africa and bring the west back images; images which society as a whole connects with Africa; pictures of the homeless, the utterly distressed, the displaced, and the hungry. This is the Africa that the west as a whole knows. So the question is put into place; how can a continent of over one billion, spanning over thirty million square kilometres, just be a land of despair and tragedy? Where are the good stories, where are the stories of business, of social programs, of success? To answer this, let’s examine where Africa is going.
I have indeed learned many interesting facts about Africa and its people through this course, especially, the untold. The different books proved that the people of Africa do not all have the same norms and cultures, but that their states, customs, ethnicity, and backgrounds distinguished them all. This class has not only opened my eyes to see the improved picture of Africa, but have also helped me understand and learn some of the cultures of different nations other than Liberia.
The issue presented here, deals with education in Angola before, during and after independence. In addressing the issue of education in Angola, either starting from a historical perspective or analyzing it from a sociological perspective, feels almost "obliged" to dwell in the colonial period to be the benchmark in the emergence of education in Angola, as well as many other African countries during the European colonial presence, since education developed by Africans before the colonial presence, in various regions of Africa, was based on a non-formal framework.
Dei S., Schooling and Difference in Africa: Democratic Challenges in a Contemporary context. Toronto, University of Toronto Press: 2006. Print.
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