Rurality, Social Justice and Education in Sub-Saharan Africa Volume I
Theory and Practice in Schools
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Beschreibung
This book explores rurality and education in sub-Saharan Africa through a lens of social justice. The first in a two-volume project, this book explores the possibilities and constraints of rural social justice in diverse educational contexts: how should rurality be defined? How does education shape and reshape what it means to be rural? Drawing chapters from a diverse range of contributors in sub-Saharan Africa, the two volumes are underpinned by a robust social justice approach to rural schooling and its intersections with access, gender, colonialism, social mobility and dis/ability. Ultimately, these volumes reflect the need to shift conceptions of rurality from colonial and conservative stereotypes to an appreciation of rurality as locations in space and time, with their own unique attributes and opportunities. Harnessing indigenous African concepts of justice to open up conversations into teaching and knowledge production in higher education, this book will be of interest to scholars of rurality and education, as well as wider discussions on decolonising the academy.
Alfred Masinire is Senior Lecturer and Researcher in Education at the University of the Witwatersrand, South Africa. His research focuses on rural education, as well as gender and teacher development in rural schools. At the core of his work, he maintains a strong commitment to rurality and social justice.
Amasa P. Ndofirepi is Associate Professor at the School of Education, Sol Plaatje University, South Africa. His research focuses on social justice and epistemologies in African higher education, critical thinking, African philosophy of education and Philosophy for Children.
This book explores rurality and education in sub-Saharan Africa through a lens of social justice. The first in a two-volume project, this book explores the possibilities and constraints of rural social justice in diverse educational contexts: how should rurality be defined? How does education shape and reshape what it means to be rural? Drawing chapters from a diverse range of contributors in sub-Saharan Africa, the two volumes are underpinned by a robust social justice approach to rural schooling and its intersections with access, gender, colonialism, social mobility and dis/ability. Ultimately, these volumes reflect the need to shift conceptions of rurality from colonial and conservative stereotypes to an appreciation of rurality as locations in space and time, with their own unique attributes and opportunities. Harnessing indigenous African concepts of justice to open up conversations into teaching and knowledge production in higher education, this book will be of interest to scholars of rurality and education, as well as wider discussions on decolonising the academy.
Uses a social justice lens to explore rurality and education in sub-Saharan Africa Unites contributors from a range of contexts in sub-Saharan Africa Reflects the need to shift conceptions of rurality and education
Autor*in
Alfred Masinire
Themen in »Rurality, Social Justice and Education in Sub-Saharan Africa Volume I«
inclusion social justice rurality rural education curriculum African education access to education