| Description |
1 online resource (xviii, 217 pages) |
|
text file |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Preface -- Acknowledgments -- Theorizations on marginality and education -- Introduction : marginality and education policy frameworks in sub-Saharan Africa -- Social structures and children's education in sub-Saharan Africa -- Marginality and colonial discourse in sub-Saharan Africa -- Marginality and postcolonial discourse in sub-Saharan Africa -- Marginality and education : linking policy and practice -- Schooling and marginality in a sub-Saharan African context -- Contextual nuances and girls' education -- Educational development and marginalized Zongo Muslim communities -- Decolonizing curriculum to promote learning -- Education, violence, and marginalized children -- Synergies and education collaboration : from policy to practice -- Policy reflections and education of marginalized children -- References -- Index -- About the author. |
| Summary |
"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."-- Provided by publisher. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Education and state -- Africa, Sub-Saharan.
|
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Education and state. |
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Sub-Saharan Africa. |
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Education -- Social aspects -- Africa, Sub-Saharan.
|
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Education -- Social aspects. |
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Children with social disabilities -- Education -- Africa, Sub-Saharan.
|
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Children with social disabilities -- Education. |
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Educational equalization -- Africa, Sub-Saharan.
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Marginality, Social -- Africa, Sub-Saharan.
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Educational equalization. |
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EDUCATION -- Administration -- General. |
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Marginality, Social. |
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EDUCATION -- Educational Policy & Reform -- General. |
| Genre/Form |
Electronic books.
|
| Other Form: |
Print version: Mfum-Mensah, Obed, 1965- Education marginalization in sub-Saharan Africa. Lanham, Maryland : Lexington Books, [2018] 9781498574044 (DLC) 2018022849 |
| ISBN |
9781498574051 (electronic book) |
|
149857405X (electronic book) |
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9781498574044 (hardcover ; alkaline paper) |
|
1498574041 (hardcover ; alkaline paper) |
|
