Both pieces came from a similar point of view, though in different styles. The idea that education, in its style and hierarchies, tends to produce a reproduction of society, such that education becomes an imposition of old, elitist values on the young, needy or impressionable.
This fits well with some of the views of development read earlier, the concern that development becomes a colonial, normalising exercise of cultural and societal hegemony.
What is worse is that development education risks being a dialogue of the deaf. The messages provided are not contextually relevant so are not heard or the process of transmission does not accept the reality of an education culture which requires a “spoon feeding” approach, at least at first, because of lack of experience of anything else. Africa generally has little experience of constructivism and challenge in many cultures is seen as insubordinate.
It comes back to the same themes of taking note of cultural and practical demand, not just an imposition of supply however well intentioned.