Education as a Tool of Control: How Memorization-Based Curriculum Limits African Autonomy

Abstrak

This study explores the role of memorization-based education in perpetuating external control and limiting autonomy within African contexts, emphasizing its colonial roots and ongoing socio-political impacts. Utilizing a qualitative methodology, the research examines historical and contemporary curriculum practices, highlighting how rote learning undermines critical thinking and innovation. The findings reveal that reliance on memorization perpetuates dependency on foreign epistemological systems, stifles creativity, and obstructs cultural integration, thereby constraining Africa's socio-economic development. The study underscores the need for a paradigm shift toward education models fostering critical thinking, problem-solving, and the incorporation of indigenous knowledge. By transitioning to such curricula, African education can promote intellectual autonomy and empower learners to address local and global challenges effectively. The research advocates for comprehensive reforms in teacher training, curriculum design, and educational policies to enhance creativity, independence, and cultural alignment, ultimately fostering a foundation for sustainable national progress.

Kata Kunci