Re Thinking Postcolonial Education In Sub Saharan Africa In The 21st Century
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| Author | : Edward Shizha |
| Publisher | : Springer |
| Total Pages | : 268 |
| Release | : 2017-04-17 |
| Genre | : Education |
| ISBN | : 9463009620 |
What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes. “Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century provides contemporary reflections from multiple perspectives and re-positions the issue of education at the forefront of the debates on African development.” – Lamine Diallo, Associate Professor, Wilfrid Laurier University, Canada “The book is a welcome addition to discourses and analyses on education in sub-Saharan Africa with reference to a postcolonial critique and the Millennium Development Goals framework on education in Africa.” – Michael Tonderai Kariwo, PhD, Instructor and Research Fellow, University of Alberta, Canada
| Author | : JIS Contributors |
| Publisher | : OJED/STAR |
| Total Pages | : 250 |
| Release | : |
| Genre | : Education |
| ISBN | : |
Special Issue: Soka Approaches in EducationVol 9 No SI (2020)
| Author | : Chikumbutso Herbert Manthalu |
| Publisher | : Routledge |
| Total Pages | : 272 |
| Release | : 2021-07-23 |
| Genre | : Education |
| ISBN | : 1000414345 |
This innovative volume critically examines the intersection between democracy, education and communication in African educational domains. Providing a platform for multidisciplinary research, it advances scholarship in democratic citizenship education in African higher education through methodological and theoretical innovation. The book discusses the extent to which explicit or subtle communication frameworks that underlie policymaking, institutional culture, teaching and learning experiences in African higher education significantly engender democratic mind habits and practices in students as citizens. Chapters in the book examine how communication frameworks in pedagogy ought to navigate power imbalances between students on the one hand and the institution and academics on the other. The book also examines how (dis)empowering higher education policies are and whether they contribute to democratic equality. This book will be of great interest to academics, researchers and post-graduate students in the fields of education, democratic citizenship education, communication, and African studies.
| Author | : Machado, Carolina F. |
| Publisher | : IGI Global |
| Total Pages | : 272 |
| Release | : 2019-02-01 |
| Genre | : Education |
| ISBN | : 1522572600 |
In an increasingly complex, competitive, and global world, organizations require highly skilled professionals who have the capacity to proactively answer challenges. Thus, educational institutions must update the curricula of their courses to better contribute to the training and development of professionals in order to ensure that they are prepared to face increasing levels of organizational competitiveness. Higher Education and the Evolution of Management, Applied Sciences, and Engineering Curricula is a collection of innovative research that fosters discussion on the evolution of higher-education in management, applied sciences, and engineering with an emphasis on curriculum development, pedagogy, didactic aspects, and sustainable education. This publication presents models, theories, and tools that allow individuals to take a more strategic role in their organizations. It is ideally designed for managers, engineers, human resource officials, academicians, researchers, administrators, and lecturers.
| Author | : Leon Tikly |
| Publisher | : Routledge |
| Total Pages | : 266 |
| Release | : 2019-12-06 |
| Genre | : Education |
| ISBN | : 1351812394 |
Education for Sustainable Development (ESD) lies at the heart of global, regional and national policy agendas, with the goal of achieving socially and environmentally just development through the provision of inclusive, equitable quality education for all. Realising this potential on the African continent, however, calls for radical transformation of policy and practice. Developing a transformative agenda requires taking account of the ‘learning crisis’ in schools, the inequitable access to a good quality education, the historical role of education and training in supporting unsustainable development, and the enormous challenges involved in complex system change. In the African continent, sustainable development entails eradicating poverty and inequality, supporting economically sustainable livelihoods within planetary boundaries, and averting environmental catastrophe, as well as dealing with health pandemics and security threats. In addressing these challenges, the book: explores the meaning of ESD for Africa in the context of the ‘postcolonial condition’ critically discusses the Sustainable Development Goals (SDGs) as well as regional development agendas draws on a wealth of research evidence and examples from across the continent engages with contemporary debates about the skills, competencies and capabilities required for sustainable development, including decolonising the curriculum and transforming teaching and learning relationships sets out a transformative agenda for policy-makers, practitioners, NGOs, social movements and other stakeholders based on principles of social and environmental justice. Education for Sustainable Development in the Postcolonial World is an essential read for anyone with an interest in education and socially and environmentally just development in Africa.
| Author | : Vuyisile Msila |
| Publisher | : African Sun Media |
| Total Pages | : 286 |
| Release | : 2020-09-08 |
| Genre | : Education |
| ISBN | : 1928480705 |
Developing Teaching and Learning in Africa is a collection of chapters that carry on the topical discussions on indigenous knowledges and western epistemologies. African societies still aspire towards knowledge that is liberatory, enhance critical thinking and decentre Eurocentrism. The contributors explore these decolonial debates as they navigate ways of moving towards epistemic freedom and cognitive justice.
| Author | : Roseanne M. Mirabella |
| Publisher | : Edward Elgar Publishing |
| Total Pages | : 493 |
| Release | : 2024-08-06 |
| Genre | : Business & Economics |
| ISBN | : 1800371810 |
This insightful Handbook brings together leading and emerging scholars within the field of nonprofit organization, serving as a call to action for academics to interrogate key contemporary issues such as backsliding and authoritarianism. It meticulously distinguishes traditional, often marginalist perspectives from nuanced counterarguments to balance out the field.
| Author | : Frans Viljoen |
| Publisher | : Pretoria University Law Press |
| Total Pages | : 358 |
| Release | : 2022-10-04 |
| Genre | : Law |
| ISBN | : |
It is unfortunate that the idea that Africa contributes to international law, and has always done so, remains (in 2022) largely a side note, an auxiliary approach, rather than something widely accepted and deeply entrenched. It is cause for pause that this is also true in Africa itself. Exploring African approaches to international law: Essays in honour of Kéba Mbaye is a volume of essays that aims to contribute to a larger effort of imagining what possible approaches to international law Africa has adopted in the decades since the 1960s. It also recognises the legacy of the great Senegalese jurist Kéba Mbaye. Edited by Frans Viljoen, Humphrey Sipalla and Foluso Adegalu, the volume is divided into five broad thematic parts, and comprises eleven chapters. It covers the following themes: ‘Kéba Mbaye in African approaches to international law’, ‘international legal theory’, ‘international human rights law’, ‘international environmental and criminal law’ and ‘teaching of international law’. This publication finds its origins in the 2017 Roundtable on African approaches to international law, held at the Centre for Human Rights, University of Pretoria. The explorations at the Roundtable on the concept of an ‘African approach’ to international law were taken further at the Kéba Mbaye Conference on African approaches to international law, held at the Senate Hall, University of Pretoria, in December 2018. This conference brought together around 80 students, academics, and members of civil society to address the many questions left unanswered by the death of Judge Mbaye, arguably Africa’s greatest international law jurist of his generation. It provided a forum to continue discussions on ‘African approaches to international (human rights) law’, building on but rethinking and ‘vernacularising’ the Third World Approaches to International Law (TWAIL) approach. The contributions to this publication flow from papers presented at the conference. However, the reflections in the book extend beyond Kéba Mbaye as central figure. The result is a broad treatment of various aspects of African approaches to international law by thirteen authors (and co-authors), covering a wide range of generational, geographic and thematic backgrounds and perspectives.
| Author | : Emnet Tadesse Woldegiorgis |
| Publisher | : BRILL |
| Total Pages | : 228 |
| Release | : 2019-09-16 |
| Genre | : Education |
| ISBN | : 9004411879 |
Trends in institutional partnership in higher education have shown tremendous growth in the past three decades. These trends are manifested through the growing initiatives of joint programs that promote collaborative research, academic mobility, joint curriculum development and course delivery, joint bidding for development projects and benchmarking. Partnerships in higher education have been used not only as an instrument for institutional development through a wide range of strategic alliances but also as an essential way of introducing new voices to the operations of the universities by initiating new paradigms that bring new perspectives and bear competitive advantage on the partners. As the trend of partnership in higher education grew, scholars in higher education studies have also engaged in conceptualizing higher education partnership from academic perspectives, analyzing trends and developing models of higher education collaborations. Partnership in Higher Education: Trends between African and European Institutions is a pioneer in bringing together a comprehensive perspective on matters of higher education partnership among African and European institutions. It discusses the ongoing debates on higher education partnership and internationalization strategies by providing empirical insights from various case studies.
| Author | : Obed Mfum-Mensah |
| Publisher | : Lexington Books |
| Total Pages | : 241 |
| Release | : 2017-05-04 |
| Genre | : Political Science |
| ISBN | : 149854570X |
This book employs sociohistorical, narrative, and discourse frameworks to discuss the sociopolitical complexities and ambiguities of educating marginalized groups in sub-Saharan Africa since western education was introduced in the region. It outlines the systemic and structural challenges faced by marginalized children in the education system that prevent them from fully participating in the education process. This book focuses on how the props underlying Christian missionary education, colonial education, and early postcolonial educational enterprise all served to marginalize certain groups, including women, some geographical regions and/or communities, such as Islamic communities and people with disabilities, from the colonial and postcolonial economic discourses. This historical background provides the springboard for discussions on the complexities and ambiguities of educating marginalized groups in some communities in sub-Saharan Africa in the contemporary times. This book also highlights the challenges of the recent policies of policy makers and the strategies and initiatives of civic societies, non-governmental organizations, and local communities to promote marginalized children’s participation in education. This book elucidates the varied ways certain groups and communities continue to interrogate the structural and systemic challenges that marginalize them educationally. It argues that the level of marginalized groups’ participation in education in sub-Saharan African in the 21st century will determine the progress the region will make in the Education for All (EFA) initiative and the Millennium Development Goals (MDG). Furthermore, it argues that increasing educational participation in marginalized communities requires implementation of educational programs that address marginalized groups’ structural social arrangements and socioeconomic contexts.
