The study makes a critical examination of cultural heritage education in Africa and advocates for its relevance as a revolutionary tool for conscientising the people. The study notes that the problems of cultural illiteracy and absence of proper pedagogy poses a challenge to cultural heritage education in Africa. The problem of the study is that deficit of appropriate pedagogical groundwork has left undone the delicate tasks of unearthing, distilling, documenting and studying the cultural heritage of the peoples of Africa. Data point to the fact that Africa’s cultural heritage education has almost become sterile, irrelevant and superficial to the masses. Methodologically, the study uses critical pedagogy and radical anthropology. The methodology allows the study to rigorously examine all structures and patterns that are embedded in artefacts, ecofacts and cultural features as pedagogical tools. The study is justified in asserting the usefulness of cultural heritage education and also by contending that cultural resource education has not been doing what it ought to do in the consciousness of Black Africans because the unique cultural resources of the continent have not been properly utilized in educating the masses of their past heritage and conscientising them. The study concludes that it is in the context of critical questionings that cultural resource education can be relevant in the service of revolutionizing the consciousness of Africans and that cultural resource education holds the key to a proper understanding of cultural data of Africa.
Written By
Paul-Kolade Tubi
Federal University Lokoja
08050634433, 08035984669
paul.tubi@fulokoja.edu.ng
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