The Plausibility of a Postmodern Pedagogy of Mathematics in the African Context

Alakanani A. Nkhwalume


In this paper, the author explores the possibilities of adopting a postmodern pedagogy of mathematics in the context of African culture and traditions that form part of the prevailing education systems. The author further examines the tenets of a postmodern pedagogy, paradigm shifts in education in Africa and questions Africa’s readiness to adopt such a radical education philosophy.

The author takes a leaf from the pronouncements made in the Dakar framework for Action (2000) whose theme was “Education for All: Meeting our Collective Commitments”, where six regional frameworks for action were developed including that of Africa. The frameworks made a robust analysis of the situation of education in Africa and warned countries against complacency in the development of educational strategies for the benefit of all learners.

The paper culminates in proposing ways in which Africa can respond in the face of unrelenting postmodern changes resulting from the loss of grip on the behaviours of individuals in contemporary African society due to globalisation. The author concludes that there is no hope in Africa engaging in postmodern pedagogical activities in mathematics classrooms at the moment due to insurmountable problems that the continent faces such as financial constraints, lack of political will and the scepticism on seemingly ‘orderless’ educational propositions. 

Key words: postmodern pedagogy, mathematics education, outcome based education, education for all.

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ISSN (Paper)2224-5804 ISSN (Online)2225-0522

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