Education in Politics

Tikly uses the transformationalist perspective to explain Globalisation and the Politics of Education. He addresses changes in education policies due to different groups within the state acting as social agents by exchanging opinions and coming up with strategies that will improve the economic condition of the state as well as "hegemonic  projects" aimed at maintaining support for the selected form of state.

Transformation theory has its concentration in cultural theories , feminist, postmodern, and post-structural approaches.  The focus of these theories is the transformation  (change) rather than the reproduction of values, beliefs, and structure of society.  Transformation is thought of as becoming "empowered" to produce change by not accepting the world as it is and "becoming agents of social action to improve society" (deMarrais and LeCompte, 1999, P.3).   A hegemonic state of reproduction is described as being the "autonomy of national and state governments exerting pressure on schooling at a macrolevel" (deMarrais and LeCompte, 1999. P. 19).

It might be best to begin with the Absence of Hegemony in the African state.  According to Bayart (1993), it is not easy to identify the classes; however, their were aristocracy againt the peasantry. As a result there were many social divisions.  "Where continuity seems to have prevailed, the historically dominant groups were able to channels changes to their advantage.  For instance, "in the North of Nigeria, the emirs still rule, and the peasants are still tilling the soil with their hoes" .


As I continued to collect information about the state in Africa, I came across the map (below) which identifies Nigeria's 19 states.  This led me to call my brother-in-law ( a Nigerian native born in Legos) and ask him about Nigeria before it was separated into states, following their independence from Britain.  He explained that Nigeria was originally separated into regions (West, North, and East), before the British came.  The Niger and Benin rivers naturally divides the country down the center where the Niger and Benin rivers come together (creating a  Y shape on the map).    When the British saw this natural topographic divide, they separated the county into West and East; this created a problem because before this the people of Nigeria were in separate tribes regionally.  After the British left, there were many problems amongst the people. The Nigerian people's tribes had been disrupted and the people living in the North held an elite status. Therefore, the country decided to make states and each state have their own elected officals such a governors and mayors, etc., who represent the people in that state (very similar to the state political structure in the United States.  In addition, there is one central national government over the states.  This structure of government is very similar to the postcolonization in the United States.

Beautiful Eritrea

The State of Eritrea is bounded to the north-west by Sudan, to the south and west by Ethiopia, and to the Southeast by Djibouti. Th State's borders were first defined in 1889 by a treaty concluded between Italy and the Ethiopian Emperor, Menelik. Eritrea was transformed into an Ethiopean province in 1962, an Armed Struggle was waged in the mid-1970's (by the People's Liberation Front, EPLF), after 1977 there was a full-scale war, the EPLF was victorious, and a UN-supervised referendum was held in 1993.
                              Captial: Asmara
                              Major Language groups: Afar, Tigre,and Tigrinya
                              Area: 121,144 sq km
                              Population:  (mid-2006): 4,692,115

                                       Eritrea: Won't Back Down
                           Head of State: President Issaias Afewerki
                           Head of Government: President Issaias Afewerki

Tikly points out the positive results of  the transformationalist view of the state when he explains that the results of "hegemonic projects" can vary depending on the the "outcome of the political struggle at the national level".  He uses Eritrea Africa as an example of a country that has been able to "modify/or resist structural adjustment.  "Eritrea has resisted structural adjustment loans, and the conditionalities that accompany them.  This has been due to a conscious policy adopted by the revolutionary government, pursuance of their own education agenda, and self-imposed restrictions on spending "  (1993).We can view Eritrea on the  videos above (1993 ).

Political Mechanisms used by Global Forces to Influenced Education Policy in Africa

                                Harmonisation
Policy between countries with a region such as within the post-Mastricht European. Organization of African Unity (OAU) and the Southern African Development Community (SADEC) are the sponsors of research directed towards policy harmonization.
                                      Dissemination
 
Dissemination is reflective with setting policies, agendas, and indicators, and targets in African education by "supra-national organizations such as the World Bank"
                                    Standardization
The spread of forms of Western Education around the world. This takes form in the universal structure of schooling through its curriculum. This has continued through the Post Colonial era.
                                 Installing   Interdependence
Non-governmental organizations and the Global Society use this to foster environmental, human rights, and peace issues.

                                      Imposition
This refers to the "structural adjustment polices" infused in education by the World Bank and IMF used as a facet of structural adjustment lending.

          Contradictory  Agendas of Global Agencies
Here education policy is the result of the State "negotiate" policies of different agencies.

The Future of Educational Politics in Africa

      Developed countries of  the Pacific Rim have achieved educational advancement in the Postcolonial Era. This  has been driven by a strong developmentalist state.  Africa will need to follow this example in order to be the leader in developing an African "postcolonial block".

       The African State will need to play a "leading   role" in education Policy
Education Polices must be connected with "indigenous hegemonic projects and strategies".

                    Suggestions for Partnerships
Partnerships are the result of states not being able to "ensure"
education for all at the primary level.

          The State should accept international, civil society,
           and community support. 
        
          The indigenous society should be included in the
          policy making of  "education reconstruction".

           Indigenous governments need to be acknowledge and
           supported by the international community.