Overview
- Editors:
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Edward Shizha
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Wilfrid Laurier University, Brantford, Canada
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Ngoni Makuvaza
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University of Zimbabwe, Harare, South Africa
- This book engages and unpacks the paradox of postcoloniality and education in postcolonial Sub-Saharan Africa.
- The book re-examines as well as re-evaluates postcolonial education in SSA and argues for a meaningful and sustainable African-grown framework to provide a vision to development discourses and programmes that advance educational agendas on the sub-region as well as on the continent.
- The volume provides an African home-grown framework for sustainable educational provision in Africa beyond the expired 2015 Millennium Development Goals, notwithstanding the colonial education legacy that African has to contend with.
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Table of contents (14 chapters)
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Front Matter
Pages i-xiii
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- Ngoni Makuvaza, Edward Shizha
Pages 1-11
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Post-Millennium Development Goals and New Paradigms for Education for Sub-Saharan Africa
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- Chouaib El Bouhali, Grace John Rwiza
Pages 15-31
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Relevance of Postcolonial Education
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- Ngoni Makuvaza, Oswell Hapanyengwi-Chemhuru
Pages 53-68
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- Oswell Hapanyengwi-Chemhuru, Ngoni Makuvaza
Pages 85-103
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- Tawanda Runhare, Christopher Muvirimi
Pages 105-124
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Languages in Education
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Front Matter
Pages 125-125
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Funding Education in the Neoliberal Context
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Front Matter
Pages 159-159
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- Rajkumar Mestry, Pierre Du Plessis, Ololade Kazeem Shonubi
Pages 161-181
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Developments in Higher Education
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Front Matter
Pages 201-201
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About this book
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 insub-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
Editors and Affiliations
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Wilfrid Laurier University, Brantford, Canada
Edward Shizha
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University of Zimbabwe, Harare, South Africa
Ngoni Makuvaza
