The contribution of Western education to the creation of an African-educated elite is well documented. What is not equally well documented is the fact that African-educated elites have used their education and the schools to perpetuate their dominance by denying the poor the knowledge necessary to protect their political and economic rights and to advance in society. On the other hand, educated elites in Africa make opportunities available to their own members through selective ordering, legitimization of certain language forms and learning processes in schools, and legitimization of elite codes and experiences to the exclusion of the histories, experiences, and worldviews of the poor. This book highlights the processes by which the poor in Africa have been disenfranchised and marginalized through schools' ascriptive mechanisms, and explains why African economic development is very slow.

Transitioning Education in Africa explores how transitions from education in emergency to post-conflict education systems are planned and managed at the national level. Using historical analysis of education policies, surveys, and interviews, Cromer shows how these transitions have been failing and how to improve.

This handbook explores the evolution of African education in historical perspectives as well as the development within its three systems–Indigenous, Islamic, and Western education models—and how African societies have maintained and changed their approaches to education within and across these systems. African education continues to find itself at once preserving its knowledge, while integrating Islamic and Western aspects in order to compete within this global reality. Contributors take up issues and themes of the positioning, resistance, accommodation, and transformations of indigenous education in relationship to the introduction of Islamic and later Western education. Issues and themes raised acknowledge the contemporary development and positioning of indigenous education within African societies and provide understanding of how indigenous education works within individual societies and national frameworks as an essential part of African contemporary society.

Western-educated Elites in Kenya, proposes to conduct a critical examination of the emergence of the American-educated Kenyan elites (the Asomi) and their role in the nationalist movement and eventually their Africanization of the Civil and Private sectors in Kenya.

Research has revealed ineffectiveness among university graduates in Africa. Some possible causes include a lack of transformative teaching and learning methods. Most of the learning methods used in Africa today were installed by colonial educational systems, often reducing the learner to an empty container waiting to be filled with lecture after lecture. As a result, there is a cry throughout Africa for an education that can empower the learner to think critically, to love both God and others, and to bring change in his or her community. This is what education for holistic transformation is all about. This book came about as a result of a doctoral study conducted in Kenya, which featured both Christian higher educational institutions and public universities in a unique comparative analysis that will be helpful to educational leaders on both sides. Readers will learn that transformation is a discovery that takes place through change of perspective. As this research reveals, this new perspective is triggered by a new revelation, a new truth, a provoking thought, a shocking observation, or a new testimony. Thus, the process of holistic transformation takes place through divine revelation, self-reflection, written material, and "the other."

In the last three decades, Somalia has been associated with such horrible terms as 'state collapse', 'civil wars', 'foreign intervention', 'warlordism', 'famine', 'piracy' and 'terrorism'. This depiction was in contradiction to its earlier images as the cradle of the human race, the kernel of ancient civilizations, the land of Punt, a homogeneous nation-state and the first democratic state in Africa. So how did things fall apart in the country? This Volume 1 of a two-volume narrative, Dr. Abdullahi explores the history of the people of Somali peninsula since ancient times, the advent of Islam and colonialism, the rise and fall of Somali nationalism and the perspectives of the Somali state collapse. The book uses a unique thematic approach and analysis to make sense of Somali history by emphasizing the responsibility of Somali political elites in creating and perpetuating the disastrous conditions in their country.

This book focuses on education policy framework for educating marginalized children in sub-Saharan Africa. It uses “marginality” as a critical discourse to highlight the complicated ways education policy making in sub-Saharan Africa have constructed and perpetuated marginality in the region since Africa’s encounters with Europe. The book is organized around two parts, each of which discusses a specific dimension of the marginality and education policy nexus. Part I focuses on theorizations of marginality and education. The theoretical framework on marginality and education outlines the definitional and conceptual backgrounds on marginality – the complicated ways policies of the Christian missionaries, colonial governments and postcolonial governments constructed and perpetuated marginality in the region. Part II focuses on addressing the issue of marginality from theory to practice. These chapters highlight the ways policies shaped the educational development, schooling processes, and educational outcomes of selected marginalized communities and groups. Attention is given to schooling in rural communities, the complexities of girls’ education in rural contexts, education of Zongo Muslim communities, violence in school in rural contexts, and education collaboration in rural traditional communities. The book argues that education policies in sub-Saharan Africa fail to address the educational needs of marginalized children because current policy frameworks ae not based on examination of colonial policies which created the existing marginality. In order to implement policies that address policy gaps and meet the educational needs of marginalized children, strong synergies are necessary between education policy makers, other education stakeholders, and marginalized communities.

Coloma compiles 20 essays that trace the history of imperialism and colonialism as well as anti-imperialism and decolonization, noting that there is a lack of consideration of education in studies of these topics and vice versa. Education scholars from North America, the UK, Australia, and Qatar consider the operations and effects of colonialism during and after occupation and the way colonized individuals navigate and resist imperialism in schooling, educational policy, and cultural and knowledge production.

@text: Everyone knows that education is important, we are confronted daily by discussion of it in the media and by politicians, but how much do we really know about education? Education: The Basics is a lively and engaging introduction to education as an academic subject, taking into account both theory and practice. Covering the schooling system, the nature of knowledge and methods of teaching, this book analyses the viewpoints of both teachers and pupils. Key questions are answered, including: What is education and what is it for? Where does education take place? How do we learn? Who are the students? What is being taught in schools and universities and why? What is the state of education across the world? With further reading throughout, Education: The Basics is essential for all those embarking on undergraduate courses in Education and Education Studies, and for those with an involvement in teaching at all levels.

Education in World History shows how broad currents in transnational history have interacted with trends in educational organization and teaching practices over time. From antiquity and early classical societies to present day, this book highlights the ways in which changes in religious and intellectual life and economic patterns in key world regions have generated developments in education. Since the postclassical period, cross-cultural connections have also influenced educational change. In more recent times, transnational dialogues and mobility have played a vital role in shaping educational patterns. Ranging through South and East Asia, Africa, Europe and the Americas, the book also considers how the impact of modern forces, such as industrialization and nationalism, have transformed education in fundamental ways. Throughout the volume, Mark S. Johnson and Peter N. Stearns emphasize the tensions between elite and state educational interests and more diverse popular demands for access and, often, for more innovative pedagogy. Suitable for introductory world history and history of education courses, this lively overview reconsiders the history of education from the perspective of world and comparative history.