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Education, Social Progress, and Marginalized Children in Sub-Saharan Africa
Historical Antecedents and Contemporary Challenges
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2017
Summary
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.
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Bibliographic data
Copyright year
2017
ISBN-Print
978-1-4985-4569-3
ISBN-Online
978-1-4985-4570-9
Publisher
Lexington, Lanham
Language
English
Pages
215
Product type
Book Titles
Table of contents
ChapterPages
Contents No access
Preface No access
Acknowledgments No access
Chapter One: Sociohistorical Analysis of Western Educational Development in Sub-Saharan Africa No access Pages 1 - 26
Chapter Two: Women and Schooling in Sub-Saharan Africa from Colonial to Contemporary Times No access Pages 27 - 44
Chapter Three: Perspectives on Gender Violence and Girls’ Education in Sub-Saharan Africa No access Pages 45 - 62
Chapter Four: Education Marginalization and the Contours of Educating People with Disabilities in Sub-Saharan Africa No access Pages 63 - 80
Chapter Five: Teacher Preparation and Inclusive School Environment for People with Disabilities No access Pages 81 - 100
Chapter Six: Non-Formal Approaches for Educating Pastoral Communities No access Pages 101 - 122
Chapter Seven: Sociopolitical Complexities of the Decentralization Policy in Rural Remote Communities No access Pages 123 - 144
Chapter Eight: Community Ownership of Curriculum Development for Promoting Education in Marginalized Communities No access Pages 145 - 162
Chapter Nine: Language and Education Marginalization in Sub-Saharan Africa No access Pages 163 - 180
