Education and Cultural Transmission: Balancing Tradition and Westernization

Abstract

This paper adopted a case study design and carried out a critical literature reviews to have an in-depth knowledge about education and cultural transmission balancing tradition and westernization in Cameroon. The study hinges on theories which throw light on to ubuntu, decolonization, indigenization, spirituality, religion, ethnicity, kinship, child development, initiation, procreation, ethics, justice and identity, and democratic socialism. This paper considers liberation theology as a theological approach that emphasizes total liberation encompassing political, economic, and spiritual freedom, advocating for an end to oppression and exploitation of marginalized groups like poor youths, women, and minorities. A qualitative research design was adopted which made use of applicable documents were reviewed for the presentation of findings. Conversely, this paper showcases the context within which western colonization can be decolonize using theatrical arts activities act as a preventive mechanism and promote values such culture, equity, identity, respect for human rights, freedom and confidence. The adaptation of Western notions and customs into African societies has sparked considerable interest due to its far-reaching impact on the fundamental bedrock of cultural norms and traditions, specifically within familial domains (marriage patterns, gender roles and intergenerational relationships). A decolonized peace education curriculum in Cameroon universities is required for crises prevention and management strategy to advance cultivation of cognitive, sensorial, spiritual, and physical capabilities that comprise a foundation for peace facilitation in the Far North, Southwest and Northwest Region of Cameroon.