This paper presents data collected over a two-month period in summer 2021 from the Johns Organization (JO), a U.S.-based virtual exchange (VE) program that partners with South-West Asian and North African (SWANA) schools. The seven focus groups interviewed included VE scholars, JO staff, external VE evaluators, and SWANA-based JO staff. The…

Cambridge Assessment International Education (CAIE), founded in Britain in 1858, is the world's largest provider of international education programmes and qualifications. Currently, the organisation is affiliated with over 10,000 schools across more than 160 countries. This essay shows that of the approximately 956 CAIE schools in Africa, 888 are…

From a theoretical standpoint, the paper challenges the existing unfair representation of knowledge systems in the African university. We argue that the continued domination of Eurocentric epistemology in African universities at the expense of African indigenous knowledge systems is unjust. We provide evidence of existing models of knowledge…

This Critical Discourse Analysis examined the classroom discourse of six secondary social studies teachers during lessons dedicated to the study of Africa and the Middle East. The study focused on the phenomenon of otherness and the ways in which teachers contribute to or challenge the depiction of various African and Middle Eastern populations as…

Africa is a continent, not a country. Yet, a monolithic misunderstanding of Africa as a country is prevalent especially in the United States. Thus, Africans in the diaspora who speak heritage languages other than English are asked frequently if they speak African. This study countered existing misunderstandings through cultural immersion in Kenya,…

This study explores cultural factors affecting international team dynamics and the implications for industry practice and higher education. Despite decades of studying and experience with cultural diversity, international work groups continue to be challenged by ethnocentrism and prejudices. Central to the context is that cultural differences in…

In "Educations in Ethnic Violence", Matthew Lange explores the effects education has on ethnic violence. Lange contradicts the widely-held belief that education promotes peace and tolerance. Rather, Lange finds that education commonly contributes to aggression, especially in environments with ethnic divisions, limited resources, and…

The role of education in promoting national integration or in assessing ethnocentric feelings among educated people is discussed. Previous studies are cited to illustrate the problems among ethnic groups and the educational history of Nigeria. Proposals for curricula reform to enhance cultural unity are discussed. (LBH)

Describes three themes that have informed research on cognitive development in sub-Sahara Africa over the past 10 years: (1) extending the range of generalizability of Western theories; (2) interpreting the uniqueness of the African situation; and (3) deriving implications for social policy. (Author/AS)

Reviews myths, misconceptions, and unintentional biases about Africa in United States K-12 social studies textbooks. Summarizes common topics and recommends additions. Provides the names, addresses and phone numbers of 10 university-based African Studies centers. Concludes that improvements to textbooks must continue. (JDH)

Traits attributed to deaf people may not reflect their true characteristics, but the paternalistic posture of hearing experts. The attributions reveal paternalistic universals, paternalistic parallax, paternalistic ethnocentrism, and economic self-interest. Research flaws in test administration, test language, and test scoring are identified.…

Identifies similarities and differences in the French and British models of colonial education in sub-Saharan Africa. Draws on the statements of policymakers in official reports and government studies to highlight the "signposts" of colonial educational policy--phrases referring to policy goals and to moral claims and cultural…

Explains and defends the theory and practice of Afrocentrism. The Ethiopic Writing System is examined within the context of Afrocentric theory. The author presents Afrocentrism as a theory that seeks to promote and implement human freedom for all. (GLR)

Americans doing business with West Africans are limited in their ability to communicate successfully in that part of the world because of language, stereotyping, and ethnocentrism. Americans must become accustomed to British patterns of speech and writing. Stereotypes of Africa, its people, and its cultures perpetuated by the media keep Americans…

Discusses Black Americans' concern about what to call themselves and examines attempts to develop an Afrocentric point of view. Questions an automatic identification between African-Americans and Africa, citing political, historical, and socioeconomic factors that qualify assumptions of cultural continuity, and calls for continued assessment and…