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.
Tabella dei contenuti
Chapter 1: Rurality and social justice in Africa: Encoding key debates Alfred Masinire and Amasa P. Ndofirepi.- Chapter 2: The historical burden of rural education: reflections of colonial legacy on current rural education in South Africa Alfred Masinire.- Chapter 3: The link between education and social upward mobility: Some theoretical perspectives on rurality Bheki R Mngomezulu & Thobile YB Mngomezulu.- Chapter 4: Configuring the key social justice concerns in rural education in Zimbabwe Synodia Magudu.- Chapter 5: Gender, rurality and education: A critical perspective on Kenya’s education system Beatrice Akala.- Chapter 6: The meaning of social justice for rural education: access, participation and achievement Gloria Erima.- Chapter 7: Where you went to school matters: Ruralization of education in Cameroon in the context of social justice Roland Ndille.- Chapter 8: The intersection of inter/national and local ideas on access to schooling in rural settings in South Africa: the case of Shovakalula bicycle project in Ingwavuma, Northern Kwa Zulu-Natal. Eckson Khambule & Amasa P. Ndofirepi.- Chapter 9: Places Mandela never reached: rural schools surviving against all odds Wiseman Hlamulo Mbhiza.- Chapter 10: Working on the margins in Zimbabwe: the challenges and opportunities of inclusive rural education Martin Musengi.- Chapter 11: Can social justice be achieved through decolonisation? Zvisinei Moyo and Juliet Perumal.- Chapter 12: Preparation for the 4th Industrial Revolution in rural areas: The case of students with disabilities before higher learning in South Africa Sibonokuhle Ndlovu.- Chapter 13: Transition into higher education: some practical skills for rural learners and intervention strategies for higher education institutions Alfred Masinire & Amasa Philip Ndofirepi.
Circa l’autore
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.
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