Presentation on theme: "University of Botswana"— Presentation transcript:
1 University of Botswana Post-2015 Development Agenda: Value Proposition for Physical Education in AfricaJimoh ShehuUniversity of BotswanaPresented at PASHDA ConferenceMaputoMarch 25-29, 2014
2 Objectives of Presentation Notions of developmentCritiques of developmentMDGs – – impacts and gapsPost-2015 Development goalsModernist and post-modernist approaches to designing physical education curriculumImplications of Post-2015 Development goals for physical education praxis
3 Quantitative Notion of Development This notion of development is linked toPer capita GDP growth,Exportbalance of paymentForeign reservesLliberalisation, privatization and deregulation
4 Critiques of Quantitative Notion of Development Cultural ImperialismNeo-colonialismCorruption-riddenHierarchical and exclusionaryDependencyTechnocratic and rapaciousPaternalisticEssentialist
5 Qualitative NotionA process of improving people’s quality of life or life chances in an inclusive, equitable and sustainable manner.The Millennium Development Goals (MDGs) are based on the this notion of development
6 Millennium Development Goals (MDGs) 2000-2015 By 2015 achieve the following:Eradicate extreme poverty and hunger;Achieve universal primary education;Promote gender equality and empower women;Reduce child mortality;Improve maternal health;Combat HIV/AIDS, malaria, and other diseases;Ensure environmental sustainability;Develop a global partnership for development
7 Impacts of MDG8 MDGs have had the following significant effects: Symbolic- rallying point for engagementPoliticalEthicalCatalyticStrategicDevelopmental (although uneven) impacts around the world in reducing poverty, hunger, child and maternal mortality, exclusion from education, and contraction of malaria, tuberculosis and HIV/AIDs.
8 Gaps in the implementation of the MDG8 Sustainable production and consumptionGood governanceSensitivity to violence and conflictEquityQualityInclusionGlobal partnershipsFundingData managementIntegration of development initiatives(The High-Level Panel of Eminent Persons on the Post-2015 Development Agenda, 2013)
9 Themes from Post-2015 Global Consultations Eradicate poverty in all its formsTackle exclusion and inequalityEmpower women and girlsProvide quality education and lifelong learningImprove healthAddress climate changeAddress environmental challengesPromote inclusive and sustainable growth and decent employmentEnd hunger and malnutritionAddress demographic challengesEnhance the positive contribution of migrantsMeet the challenges of urbanizationBuild peace and effective governance based on the rule of law and sound institutions.Foster a renewed global partnershipStrengthen the international development cooperation framework(UN Secretary-General, 2013:13-17)
10 Theoretical Consideration: Post-modernism Postmodernism encourages skepticism towards metanarratives and canons of certainty, inevitability, universality and fixity which are assumed under the projects of modernityIt problematizes any form of authority, dogma, ideology, teleology, hierarchies and boundaries in order to illuminate them and their effects.
11 Impact of postmodernism Gender egalitarianism in homesRight to vote and inclusion in politicsCo-educational institutions.Career shifts in traditionally gendered occupations.Increasing civil, political and social rightsAnti-apartheid strugglesNew historiographiesAlternative medicinesCurriculum infusion e.g. HIV/AIDS
12 Postmodernism and Curriculum Postmodernism calls for transformation of curriculum boundaries, content and practices.It enjoins co-construction of reflexive and flexible knowledge that reflects social reality.It emphasizes sensitivity to topical issues such as diversity, empowerment and sustainable development.
13 Value Proposition for Physical Education How can we offer more nuanced interpretations of the pedagogic role of physical education in development interventions?How can we demonstrate the linkage between physical education epistemologies and social issues?How can physical education provide recognized, growing and adaptable value to society in the context of global development agenda?
14 Infusion of Post-2015 Development Goals Post-2015 Development Goals can be infused into physical education curriculum and development praxis in terms of:IndicatorsTargetsInteractive topics
15 An Illustration Goals Targets Indicators Sample Curriculum Topics Eradicate poverty in all its formsAccessFitnessSafetySecurityEmpowermentLearning OutcomesEmployability SkillsEnrolmentParticipationPersistenceTransitionRate of injuriesFitness outcomesProgressLearning environmentTypes, causes and effects of poverty; techniques of wealth creation, distribution and re-distribution; life skills.Tackle exclusion and inequalityInclusionIntegrationRemediationEquitable allocationRepresentationRecognitionSolidarityNetworksPersistence orreduction of:DisadvantagesBarriersChancesDiscriminationSegregationRejectionDisillusionmentSchool and non-school risk factorsConsequences of exclusion and inequalitySocial justice and human rights arguments for inclusion and equality.Empower women and girlsAffirmationDecision makingLeadership opportunityResource allocationMentoringCapacity buildingNature and extent of enabling resources,opportunities, assistance,interventions and learning outcomes.Ratio of female to male by level of accessImprovements in gender relationsGender relationsSexismGender equity/equalityGender sensitivity
16 Inter-textualityThis framework is meant to facilitate debates on the construction of an inter-textual physical education curriculum that goes against the grain of traditional content. It also has implications for teaching and teacher education as well as comparative research and evaluation.
17 ConclusionThe greatest problem facing Africa in particular is improving people’s quality of life.According to Foucault (1991 & 1998) disciplines and curricula are constructed through discourse – and discourse is a site of power.The questions is: will physical education professionals in Africa use their discursive power to respond creatively to the broader socio-political trends and embrace sustainable development thinking in their praxis?The answer calls for sociological imagination and postmodernist vision.