| [1] | Abdi, A. (2011). African Philosophies of Education: Deconstructing the Colonial and Reconstructing the Indigenous. Indigenous Philosophies and Critical Education, 379, 80-91.
|
| [2] | African Union (2016a). Agenda 2063: The Africa We Want. AU.
|
| [3] | African Union (2016b). Continental Education Strategy for Africa (CESA 16-25). AU.
|
| [4] | African Union (2018). Pan-African High Level Conference on Education, PACE 2018: Conference Report. AU.
|
| [5] | Alshurman, M. (2015). Democratic Education and Administration. Procedia-Social and Behavioral Sciences, 176, 861-869.
https://doi.org/10.1016/j.sbspro.2015.01.551
|
| [6] | Asante, M. K. (2000). The Egyptian Philosophers: Ancient African Voices from Imhotep to Akhenaten (1st ed.). African American Images.
|
| [7] | Boettcher, J. W. (2014). What Is Reasonableness? Philosophy and Social Criticism, 30, 597-621.
https://doi.org/10.1177/0191453704045756
|
| [8] | Daugherty, M. (2014). Kemetism_Ancient Religions in Our Modern World. Michigan State University.
|
| [9] | Dewey, J. (1991). Education and Experience. Clarendon Press.
|
| [10] | Ebot Ashu, F. (2014). Effectiveness of School Leadership and Management Development in Cameroon: A Guide for Educational Systems, Schools and School Leaders. Cambridge Scholars Publishing.
|
| [11] | Ebot Ashu, F. (2016). Indigenous Philosophies of African Education. Educational Leadership and Management Studies, 35, 68-72.
|
| [12] | Ebot Ashu, F. (2020a). Decolonising the Curriculum at Cameroonian Universities: The Case of the Department of Education Foundation and Administration. African Journal of Education and Practice (AJEP), 6, 13-39.
|
| [13] | Ebot Ashu, F. (2020b). Historical Foundation of Education in Cameroon. Pres Book Limbe.
|
| [14] | Ebot Ashu, F. (2021a). African Philosophies of Education and their Relevance in Developing an International Leadership Curriculum: A Guide for Educational Systems, Schools and School Leaders. In E. A. Samier, E. Elkaleh, & W. Hammad (Eds.), Internationalisation of Educational Administration and Leadership Curriculum (Studies in Educational Administration) (pp. 215-235). Emerald Publishing Ltd.
https://doi.org/10.1108/978-1-83909-864-220211013
|
| [15] | Ebot Ashu, F. (2021b). Theories and Practices of Educational Leadership, Administration and Planning in Cameroon. Pres Book Limbe.
|
| [16] | Ebot Ashu, F., & Lavngwa, M. S. (2022). An Evaluation of Leadership Effectiveness in the implementation of Higher Education Reforms: The Case of the Faculty of Education, University of Buea, Cameroon. International Journal of Education and Social Science, 9, 9-27.
https://www.ijessnet.com/
|
| [17] | Ekanem, S. A., & Ekefre, E. N. (2014). The Importance of Philosophy in Educational Administration/Management: The Democratic Model. Mediterranean Journal of Social Sciences, 5, 502-507.
|
| [18] | Evans, J. (2012). Connected Communities: Philosophical Communities. Report, Arts and Humanities Research Council.
|
| [19] | Graeme, T. (2010). Community Philosophy: A Transformational Youth Work Practice? Sociétés et jeunesses en difficulté.
|
| [20] | Graness, A. (2016). Writing the History of Philosophy in Africa: Where to Begin? Journal of African Cultural Studies, 28, 132-146.
https://doi.org/10.1080/13696815.2015.1053799
|
| [21] | Horsthemke, K. (2017). African Philosophy and Education. In A. Afolayan, & T. Falola (Eds.), The Palgrave Handbook of African Philosophy (pp. 683-701). Palgrave Macmillan.
https://doi.org/10.1057/978-1-137-59291-0_44
|
| [22] | Hountondji, P. (1996). African Philosophy: Myth and Reality. Oxford University Press.
|
| [23] | Karp, I., & Masolo, D. A. (1998). Ethnophilosophy, African. In Routledge Encyclopedia of Philosophy. Taylor and Francis.
|
| [24] | Khalifa, M. A., Khalil, D., Marsh, T. E. J., & Halloran, C. (2018). Toward an Indigenous, Decolonizing School Leadership: A Literature Review. Educational Administration Quarterly, 55, 571-614.
https://doi.org/10.1177/0013161X18809348
|
| [25] | Lavngwa, M. S. (2016). Politicization of Cultural Diversity and Its Impact on Nation Building in Cameroon: A Political Philosophical Analysis. The Journal of Pan African Studies, 9, 157-175.
|
| [26] | Lavngwa, M. S. (2019). Plato and the Institution on Education: Critique of Cameroon Education. PhD Thesis, University of Dschang.
|
| [27] | Lavngwa, M. S., & Ngalim, V. B. (2015). Laying the Foundation for Holistic Education in Cameroon Schools. Journal of Education, Society and Behavioural Science, 5, 43-52.
https://journaljesbs.com/index.php/JESBS/article/view/578
https://doi.org/10.9734/BJESBS/2015/13020
|
| [28] | Levy-Bruhl, L. (1995). Primitive Mentality. Free Press.
|
| [29] | MacOjong T. T. (2008). Philosophical and Historical Foundations of Education in Cameroon; 1844-1960. Design House.
|
| [30] | McLean, G. N., Beigi, M., & Ngunjiri, F. W. (2016). I Am Because We Are: Exploring Women’s Leadership under Ubuntu Worldview. Advances in Developing Human Resources, 18, 223-242.
https://doi.org/10.1177/1523422316641416
|
| [31] | Moumouni, A. (1968). Education in Africa. Praeger.
|
| [32] | Mushi, P. A. K. (2009). History of Education in Tanzania. University Press.
|
| [33] | Ngũgĩ wa Thiong’o (1993). Moving the Centre: The Struggle for Cultural Freedoms. James Currey Publishers.
|
| [34] | Ngũgĩ wa Thiong’o (2014). Decolonising the Mind: The Politics of Language in African Literature. London: James Currey.
|
| [35] | Njoki, M. A, Kinyua, L. P. Ngesu, L., & Muli, N. L. (2015). The Practice of African Indigenous Education and Its Relevance to Theory and Practice of Modern Education in Africa. International Journal of Innovative Research and Studies, 14, 133-149.
|
| [36] | Nsamenang, A. B. (2016). The Developmental Psychology of Human Diversity. Graphics Printers.
|
| [37] | Nyamnjoh, F. (2004). A Relevant Education for African Development—Some Epistemological Considerations. Africa Journals, 29, Article ID: 1640184.
https://www.semanticscholar.org/paper/
https://doi.org/10.4314/ad.v29i1.22190
|
| [38] | Okolo, B. (1993). African Social and Political Philosophy: Selected Essays. Fulladu Publishing Company.
|
| [39] | Owuor, J. A. (2007). Integrating African Indigenous Knowledge in Kenya’s Formal Education System: The Potential for Sustainable Development. Journal of Contemporary Issues in Education, 2, 21-37.
https://doi.org/10.20355/C5Z594
|
| [40] | Plato (1968). The Republic. Allan Bloom (Tr.), Heinemann.
|
| [41] | Plato (1988). The Laws. Jay Saunders (Tr.), Harper.
|
| [42] | Rousseau, J. J. (1988). The Social Contract. Viking Penguin.
|
| [43] | Semali, L. (1999). Community as a Classroom: Dilemmas of Valuing African Indigenous Literacy in Education. International Review of Education, 45, 305-319.
https://link.springer.com/chapter/
https://doi.org/10.1023/A:1003859023590
|
| [44] | Tala, I. K. (2012). Kashimism: Representing Voices. Journal of English Language, Literature and Culture, 1, 1-20.
https://www.kenscholars.com/uploads/2/9/3/6/
|
| [45] | Towa, M. (1998). The Idea of a Negro-African Philosophy. Beacon Press.
|
| [46] | Tutu, D. (2004). God Has a Dream: A Vision of Hope for Our Time. Doubleday,
|
| [47] | Waghid, Y. (2016a). African Philosophy of Education Reconsidered: On Being Human. CRC Press, Routledge, Taylor Francis Group.
|
| [48] | Waghid, Y. (2016b). Knowledge(s), Culture and African Philosophy: An Introduction. Knowledge Cultures, 4, 11-17.
|
| [49] | Wilkinson, J., & Purdie, N. (2008). Leadership in Indigenous Education. Scoping Paper Prepared for the ACER Standing Committee on Indigenous Education, Australia Council for Educational Research.
|
