Magnus O. Bassey. In addition, Bassey proposes the adoption of a critical dialogical pedagogy to address these current imbalances. With these goals set out in Chapter One, most readers, especially those with an interest in African education, would expect a detailed study of primary historical and current documents. However, a careful reading of this work reveals no such analysis. With such a wide scope, perhaps it is no surprise to find a lack of depth and very little continuity across chapters.
Most chapters appear to stand alone.
The next three chapters document the general influence of Christian Missions and colonial education policies. But there is little discussion of how missionary systems interacted with the previously discussed forms of African education, except to say that they undermined traditional authority. The author outlines French, British, Portuguese, Belgian, and German colonial educational policies in seven pages. All colonial policies are then referred to as having certain features, including domination, elite status, and inequity. There are marked contextual differences between Nigeria, Tanzania, Ghana, and Zimbabwe that must be recognized.