Rurality, social justice and education in sub-Saharan Africa. Volume I, Theory and practice in schools / Alfred Masinire, Amasa P. Ndofirepi, editors.
Masinire, Alfred, editor.; Ndofirepi, Amasa, editor.
2020
LC5148.A357 R87 2020
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Title
Rurality, social justice and education in sub-Saharan Africa. Volume I, Theory and practice in schools / Alfred Masinire, Amasa P. Ndofirepi, editors.
ISBN
9783030572778 electronic book
3030572773 electronic book
9783030572761
DOI
https://doi.org/10.1007/978-3-030-57277-8
Published
Cham : Palgrave Macmillan, [2020]
Copyright
©2020
Language
English
Description
1 online resource (xiii, 264 pages)
Item Number
10.1007/978-3-030-57277-8 doi
Call Number
LC5148.A357 R87 2020
Dewey Decimal Classification
370.967
307.720967
Summary
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.
Bibliography, etc. Note
Includes bibliographical references and index.
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Access limited to authorized users.
Digital File Characteristics
text file PDF
Source of Description
Description based on online resource; title from digital title page (viewed on February 18, 2021).
Added Author
Masinire, Alfred, editor.
Ndofirepi, Amasa, editor.
Available in Other Form
Rurality, Social Justice and Education in Sub-Saharan Africa. Volume I. Theory and Practice in Schools
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Intro
Preface
Acknowledgements
Contents
List of Tables
1: Rurality and Social Justice in Africa: Encoding Key Debates
Introduction
Synopsis of the Different Chapters in Volume 1
Synopsis of the Different Chapters in Volume 2
References
Part I: Rurality, Colonialism, and Education
2: The Historical Burden of Rural Education: Reflections of Colonial Legacy on Current Rural Education in South Africa
Introduction
Colonial Policy and Black/Rural Education Practice in South Africa

4: Configuring the Key Social Justice Concerns in Rural Education in Zimbabwe
Introduction
The Concept of Social Justice
Contextual Background
Policy Context
Rural Education in Zimbabwe
Social Justice Concerns in Rural Education
Access to Education
Equality of Opportunity
Equity
Interventions to Support Rural Education
Conclusion
References
5: Where You Went to School Matters: A Social Justice Perspective of Rurality and Education in Cameroon 1922-2019
Introduction
Positioning Rurality of Education in the Context of Social Justice Theory

Adapting Education to the Rural Environment: A Colonial Policy Perspective and Its Implications (1922-1961)
Independent Cameroon: Addressing Rurality of Education Through Ruralisation
Post-1990 Educational Policy Trends and Implications for Rurality of Education
Conclusion
References
Part II: Rurality, Inclusion and Access
6: Working on the Margins in Zimbabwe: The Challenges and Opportunities of Inclusive Rural Education
Conceptions of Rurality, Diversity and Inclusion
Ubuntu and Inclusivity

Conceptions of Rurality and Rural Schooling in South Africa: Some Problematic Dominant Views
Persistence of the Colonial Legacy in Rural Education
Conclusion: Does Apartheid Education Impact the Current Rural Education?
References
3: The Link Between Education and Social Upward Mobility: Some Theoretical Perspectives on Rurality
Introduction
History and Context
Conceptual Definitions
Urban
Rural
Rurality
Employability
Rurality, Education and Social Upward Mobility
Conclusion
References

Inclusive Education: Rural Beginnings, Urban Highjack and Rural Marginalisation
Challenges of Rural Inclusive Education
Opportunities for Rural Inclusive Education
Conclusion
References
7: The Meaning of Social justice for Rural Education: Access, Participation and Achievement
Introduction and Background
Research Objective
Selection of Schools
Principals
Stories
Time-on-Task
School Resources
Parental Involvement
Teaching Methodology
Instructional Leadership
School Communities, Community Culture, and Environment
Analysis and Discussion
School Communities, Community Culture and Environment

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