Inclusion as social justice. Theory and practice in African higher education.

Sonst. Personen	Ndofirepi, Amasa (Hrsg.); Musengi, Martin (Hrsg.)
Titel	Inclusion as social justice. Theory and practice in African higher education.
Quelle	Leiden: Brill \| Sense (2020), XIX, 424 S.Verfügbarkeit
Reihe	African higher education: Developments and perspectives. 5
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	2666-2663
ISBN	9789004434462; 9789004434479; 9789004434486 (E-Book)
Schlagwörter	Afrika; Inclusive education; Africa; Social justice and education; People with social disabilities; Education (Higher); Erziehung + Suchen Sie Ihr Suchwort? Inklusiver Unterricht; Integrative Schule; Afrika; Social disabilities; Verhaltensstörung; Soziales Verhalten; Higher education; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	PART 1 Setting the Scene for Social Justice in African Higher Education -- PART 2 Access and Epistemic Complexities in African Higher Education -- PART 3 Disability Issues in African Higher Education -- PART 4 Gender Debates in African Higher Education -- PART 5 Present Realities and Future Directions in African Higher Education. "Inclusion as Social Justice: Theory and Practice in African Higher Education discusses the extent to which education enables equitable social access for diverse student populations in the context of historical sidelining of indigenous knowledge systems and epistemic injustice of colonial epistemologies in Africa. The goal of the book is to theoretically unpack the social differentials and micro-inequities that practically disempower diverse students in African higher education. To this end, the book features aspects of diversity such as gender, rurality, refugee status and disability in general, with hearing and visual impairment as prime illustrations. It is argued that despite the ethically defensible and socially just policy and structural interventions for transforming higher education meant to redress the legacy of colonial injustices, urban universities present epistemological equity challenges for students from rural communities. Similarly, the opaque fate of students displaced from their home countries and currently studying in universities in host countries is analyzed. The book illustrates the access case for gender and disability in higher education using empirical studies and examples from Tanzania, Kenya, Ethiopia, Zimbabwe and South Africa. Challenges facing students in higher education in these countries and the strategies the students devise to succeed in the institutions are analyzed"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2021/4/10