Education Marginalization in Sub-Saharan Africa: Policies, Politics, and Marginality

by Obed Mfum-Mensah

Overview

The book uses marginality as a critical discourse to outline ways colonial and postcolonial education policies in sub-Saharan Africa created and perpetuated it and deprived some groups from realizing the democratic equality role of education. It provides new ideas for integrating policies to address the educational needs of marginalized children.

Product Details

ISBN-13:	9781498574044
Publisher:	Lexington Books
Publication date:	08/15/2018
Pages:	240
Product dimensions:	6.25(w) x 9.36(h) x 0.86(d)

About the Author

Obed Mfum-Mensah is professor in the Department of Education at Messiah College.

Table of Contents

Part I: Theorizations on Marginality Introduction: Marginality and Education Policy Frameworks in Sub-Saharan Africa Chapter 1: Social Structures and Children’s Education in Sub-Saharan Africa Chapter 2: Marginality and Colonial Discourse in Sub-Saharan Africa Chapter 3: Marginality and Postcolonial Discourse in Sub-Saharan Africa Part II: Marginality: Linking Policy and Practice Chapter 4: Schooling and Marginality in a Sub-Saharan African Context Chapter 5: Contextual Nuances and Girls’ Education Chapter 6: Educational Development and Marginalized Zongo Muslim Communities Chapter 7: Decolonizing Curriculum to Promote Learning Chapter 8: Education, Violence and Marginalized Children Chapter 9: Synergies and Education Collaboration: From Policy to Practice Chapter 10: Policy Reflections and Education of Marginalized Children

Editorial Reviews

The case of Sub-Saharan African postcolonial education programs serving as socially, culturally, politically, and economically enfranchising platforms, has now been debated for some time. Consistently though, both the descriptive and analytical returns from these discussions have not been encouraging; more often than otherwise, the presence of colonial conceptualizations, theorizations, and attendant practices of this education seem to have stunted the expected outcomes of social well-being and economic advancement. It is indeed, these pressing and problematic realities of African education that make Obed Mfum-Mensah’s new book so timely and topically cogent with much needed analyses that locate this education as connected to the ongoing marginalization of people. With its well-connected theoretical perspectives and policy analysis, the book will greatly benefit specialized researchers and students and can serve as an important resource for educational managers and policy makers in Africa and elsewhere.

Ali A. Abdi

Mfum-Mensah’s text provides a succinct and critical analysis of the impact of colonialism, missionaries, and post-independence education policies on the continued marginalization of children in Sub-Saharan Africa.

Karen L. Biraimah

This is a timely contribution to the understanding of the education needs of children and populations in marginalized conditions, capturing policy and practice in context. Anyone seeking to support the realization of the United Nations Sustainable Development Goal 4 (SDG 4) would benefit from reading this book.

Edith Mukudi Omwami