Contributing to interdisciplinary discussions on nationalism, the book explores how educational systems and practices contribute to the phenomena of nationalism and nation-building. Using nine comparative case studies from four continents, the book elaborates a theoretical understanding of nationalism from the perspectives of comparative education research. It integrates the theme of nation, nation-building and nationalism and its involvement with issues of education. It explores the theoretical scope of concepts such as national identities, national literacies, or "doing" nation. The book revives the idea that nation should be the starting point of comparative research and contributes to the theoretically reflective integration of nationalism research into education research. This timely book will be highly relevant for researchers, academics, and postgraduate students in the fields of comparative education, international education, education policy, and curriculum studies.

This book examines the nexus between nation-building and history education globally and the implication for cultural diversity and social justice. It studies some of the major education reforms and policy issues in history education in a global culture, and regards them in the light of recent shifts in history education and policy research. In doing so, the volume provides a comprehensive picture of the intersecting and diverse discourses of globalisation, history education and policy-driven reforms. It makes clear that the impact of globalisation on education policy and reforms is a strategically significant issue for us all. The book focuses on the importance of nation-building and patriotism in history education, and presents up-to-date research on global trends in history education reforms and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concerns in the field of globalisation, history education and policy research.

The book describes a number of Rwandan post-genocide initiatives aiming at developing a common sense of identity in the population and addressing social, cultural and economic issues. This proactive approach indicates the will of the Rwandan government with the cooperation of social actors to resort to traditional - and in some cases precolonial - cultural practices to resolve the problems of nation-building. The essays are well documented; many of them based on empirical studies.

This book critiques dominant discourses and debates pertaining to cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education. It addresses current discourses concerning globalisation, ideologies and the state, as well as approaches to constructing national, ethnic and religious identities in the global culture. It explores the ambivalent and problematic connections between the state, globalisation, the construction of cultural identity, and the nation-building process – also in connection with history education and the history textbooks used in schools. The book also explores conceptual frameworks and methodological approaches applicable to research on the state, globalisation, nation-building and identity politics. Drawing on diverse paradigms, ranging from critical theory to globalisation, the book, by focusing on globalisation, ideology and cultural identity, critically examines recent research in history education and its impact of identity politics, as well as the most significant dimensions defining and contextualising the processes surrounding nation-building and identity politics globally. Given the need for a multiple perspective approach, the authors, who have diverse backgrounds and hail from different countries and regions, offer a wealth of insights, contributing to a more holistic understanding of the nexus between the nation-state and national identity.

ÿThe alienating nature of the dominant curriculum in African schools and universities is an issue which simmered just below the surface in the 2015 student protests that swept through the South African higher education sector. The collection of essays found in this timely publication, offers compelling arguments for the deliberate embrace of the African culture to advance African knowledge and enhance African lives. It proposes fresh perspectives on what shape and form a decolonised curriculum should take on.

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

In the Theory of Philosophical Consciencism, Professor Dompere establishes how Nkrumah used the theory of categorical conversion housing the necessary conditions of transformation to design strategies for creating the sufficient conditions for socio-political transformations. The theory of Philosophical Consciencism is about the institutionally destruction-creation process for socio-political transformation. The theory shows the scientific contributions of Nkrumah's thinking to the solution of the transformation problem in science and its application to social systemicity, where Nkrumah's analytical weapons were drawn from African conceptual system. The theory is developed as logico-mathematical foundations that guide the internal management of the command-control decision-choice systems for creative destruction of socio-political varieties in transformations through the development of qualitative mathematics making possible the construct of qualitative equations of motion for connecting varieties in qualitative transfers. The qualitative equations of motion through the Philosophical Consciencism constitute the sufficient conditions for transformations. The theory links rationality, intentionality, experiential information structure, defective-deceptive information structures in the control-dynamic games of power and dominance by the duals and poles under the principle of opposites with relational continua and unity relative to decision-choice systems that induce negation-negation transformations, where paths are established by the history of success-failure outcomes in the socially control-dynamic zero-sum games between the duals in any duality and between the poles of any actual-potential polarity. The main premise of the monograph is that there exists a set of sufficient conditions in support of the necessary conditions for internal transformation of socio-natural varieties. The theory is useful in understanding developmental processes and multi-polar-power zero-sum games for global dominance. The necessary conditions constitute the natural necessity that constrains cognitive freedom. The sufficient conditions constitute cognitive freedom that must overcome the necessity in socio-natural systems dynamics. Had this conceptual system been familiar to African leaders, the African transformation from colonialism to complete emancipation, rather than neocolonialism, would have been increasingly successful. This holds for those seeking triumph over injustices, oppression, imperialism and social change in all systems.

In the Theory of Philosophical Consciencism, Professor Dompere establishes how Nkrumah used the theory of categorial conversion housing the necessary conditions of transformation to design strategies for creating the sufficient conditions for socio-political transformations. The theory of Philosophical Consciencism is about the institutionally destruction-creation process for socio-political transformation. The theory shows the scientific contributions of Nkrumah's thinking to the solution of the transformation problem in science and its application to social systemicity, where Nkrumah's analytical weapons were drawn from African conceptual system. The theory is developed as logico-mathematical foundations that guide the internal management of the command-control decision-choice systems for creative destruction of socio-political varieties in transformations through the development of qualitative mathematics making possible the construct of qualitative equations of motion for connecting varieties in qualitative transfers. The qualitative equations of motion through the Philosophical Consciencism constitute the sufficient conditions for transformations. The theory links rationality, intentionality, experiential information structure, defective-deceptive information structures in the control-dynamic games of power and dominance by the duals and poles under the principle of opposites with relational continua and unity relative to decision-choice systems that induce negation-negation transformations, where paths are established by the history of success-failure outcomes in the socially control-dynamic zero-sum games between the duals in any duality and between the poles of any actual-potential polarity. The main premise of the monograph is that there exists a set of sufficient conditions in support of the necessary conditions for internal transformation of socio-natural varieties. The theory is useful in understanding developmental processes and multi-polar-power zero-sum games for global dominance. The necessary conditions constitute the natural necessity that constrains cognitive freedom. The sufficient conditions constitute cognitive freedom that must overcome the necessity in socio-natural systems dynamics. Had this conceptual system been familiar to African leaders, the African transformation from colonialism to complete emancipation, rather than neocolonialism, would have been increasingly successful. This holds for those seeking triumph over injustices, oppression, imperialism and social change in all systems.

Education is not just a matter of policy; it's a fundamental human right. Today, inclusive education stands as a paramount goal. Educators aim to provide equitable learning opportunities for all students, addressing varying needs, and fostering supportive school cultures, irrespective of their backgrounds or abilities. However, despite widespread recognition of its importance, inclusive education curricula and policies face numerous challenges. Educators and policymakers grapple with problems such as insufficient resources, lack of support for teachers, and complications with adapting the curriculum to the diverse needs of students. Global Practices in Inclusive Education Curriculum and Policy explores successful practices from around the world. This book addressed the multifaceted aspects of inclusive education. Through its exploration of topics such as curriculum differentiation, assistive technologies, and policy implementation strategies, the book equips academics and policymakers with actionable insights and strategies to foster truly inclusive learning environments.