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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.
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. Academic Search Premier. Web. 2 May 2014.”
“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.
Since 1916, the United States Department of Agriculture (the government agency responsible for all U.S. policy regarding agriculture, food, and farming) has revised their recommendations several times. Unfortunately, money talks and the USDA’s recommendations are based on outdated science and are influenced by people with business interest. Even so, its recommendations are considered almost “holy” by physicians, nutritionists, and dieters, but in reality, they are the root cause of the problem. A single visit to our local public school cafeteria and it will become clear that they do not have the best interests of the children at heart. What they are feeding our innocent children is preposterous. Doctors, the people we trust and expect to be “the experts”, do not know much about the subject of nutrition. A vast majority of medical schools in the U.S. require just 25-30 hours or less of nutrition training, and some do not require at all. So doctors must rely on the ...
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...
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.
This shows us how the educational system in Africa was destroyed and replaced with a
stuff in the community. First of all, the East African communities are lacking proper education. Only
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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.
Yao, J., Murray, A.T. and Agadjanian, V., 2013. A geographical perspective on access to sexual and reproductive health care for women in rural Africa. Social Science & Medicine (1982), 96, 60
A dusty, one-room schoolhouse on the edge of a village. An overworked teacher trying to manage a room full of boisterous children. Students sharing schoolbooks that are in perpetual short supply, crammed in rows of battered desks. Children worn out after long treks to school, stomachs rumbling with hunger. Others who vanish for weeks on end, helping their parents with the year-end harvest. Still others who never come back, lacking the money to pay for school uniforms and school supplies. Such is the daily dilemma faced by many young people in the developing world as they seek to obtain that most precious of all commodities, an education.
In the contemporary society, education is a foundational human right. It is essentially an enabling right that creates various avenues for the exercise of other basic human rights. Once it is guaranteed, it facilitates the fulfillment of other freedoms and rights more particularly attached to children. Equally, lack of education provision endangers all fundamental rights associate with the welfare of human beings. Consequently, the role of education and in particular girl child education as a promoter of nation states welfare cannot be overemphasized. As various scholars asserts, the challenges and problems faced by the African girl child, to enjoy her right to education are multifaceted. Such difficulties include sexual abuse, child labor, discrimination, early pregnancies, violence and poverty, culture and religious practices (Julia 219). Across the developing world, millions of young girls lack proper access to basic education. In the contemporary society, this crisis, which is particularly critical in remote and poor region of sub-Saharan Africa, the Middle East, and South Asia have fascinated increased public attention. However, almost all global nation states have assured their commitment in addressing various girl child challenges and allowed a declaration to enable each young girl and boy receive education by the year 2015 (Herz and Sperling 17). This target was firmly established and approved in the United Nations Millennium Development Goals. However, this study will focus on girls’ education in Africa and its impacts to their livelihood.
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