There are many things that education and development in Africa was supposed to be about, but which it is still not. To many critical readers, education has stood by, “eyeless in Gaza” (Milton, 1667–1671, l. 41), unable to find the words and strategies deep enough to deal with epistemological disenfranchisement and cognitive justice with untold consequences for the development of the “whole person” in Africa. When it has engaged with “development,” education either encourages blind assimilation into it, or it proposes ameliorative responses to the effects of development such as over consumption and environmental pollution—or selectively focuses on particular aspects of development such as economic development whilst underplaying or totally ignoring cultural and intercultural education. For its part, development has been rescued from time to time from itself by such humanising prefixes as sustainable, human-centred, and ecological, and so forth. But at its core, its pungent inheritance has yet to be unpacked. Indigenous knowledge systems impel and compel profound rethinking of the actual templates upon which both education and development are premised, and challenge both conceptually, methodologically, and ontologically a new level of action in response to the rebirth of Africa.

中文翻译：

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非洲和全球背景下知识创造范式的转变与变化：对21世纪教育研究的启示

非洲的教育和发展本来应该是很多事情，但现在还没有。对于许多重要的读者而言，教育一直处于“加沙地无视”的状态（米尔顿，1667年至1671年，第41页），无法找到足够深的词语和策略来应对认识论上的剥夺权利和认知正义，给发展带来不可估量的后果在非洲的“整个人”中。当它参与“发展”时，教育要么鼓励盲目同化，要么提出对诸如过度消费和环境污染之类的发展影响的缓和应对措施，或者选择性地关注诸如经济发展之类的发展的特定方面，而忽视或忽视完全忽略文化和跨文化教育。就其本身而言，可持续性，以人为本和生态化等人性化前缀不时地从自身中拯救了发展。但从本质上讲，其辛辣的继承性尚未被释放。土著知识体系促使并迫使人们对教育和发展所基于的实际模板进行深刻的反思，并在概念，方法和本体上挑战应对非洲复兴的新的行动水平。