New Possibilities for School Curriculum
Kenya achieved its independence in 1963, after which the post-colonial government promised it would eliminate poverty and illiteracy. To date, this remains a mirage, even after the introduction of free primary education. This chapter interrogates the Keny
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ANTI-COLONIAL EDUCATIONAL PERSPECTIVES FOR TRANSFORMATIVE CHANGE Volume 5 Executive Series Editor Pierre Wilbert Orelus, New Mexico State University, USA [email protected] Executive Board Members Antonia Darder, LMU, School of Education, LA, USA [email protected] Peter McLaren, UCLA, CA, USA [email protected] Peter Mayo, University of Malta, Malta [email protected] Curry Malott, West Chester University of Pennsylvania, West Chester, PA, USA [email protected] Venus Evans-Winters, Illinois State University, USA [email protected] George Sefa Dei, University of Toronto, Canada [email protected] Pepi Leistyna†, University of Massachusetts Boston, USA [email protected] Binaya Subedi, Ohio State University, OH, USA [email protected] Scope Informed by an anti-colonial spirit of resistance to injustices, this book series examines the ways and the degree to which the legacy of colonialism continues to influence the content of school curriculum, shape teachers’ teaching practices, and impact the outcome of the academic success of students, including students of color. Further, books published in this series illuminate the manner in which the legacy of colonialism remains one of the root causes of educational and socio-economic inequalities. This series also analyzes the ways and the extent to which such legacy has been responsible for many forms of classism that are race- and language-based. By so doing, this series illuminates the manner in which race intersects with class and language affecting the psychological, educational, cultural, and socio-economic conditions of historically and racially disenfranchised communities. All in all, this series highlights the ways and the degree to which the legacy of colonialism along with race-, language-, class- and gender-based discrimination continue to affect the existence of people, particularly people of color.
Inclusive Education in African Contexts A Critical Reader
Edited by Nareadi Phasha University of South Africa, South Africa Dikeledi Mahlo University of South Africa, South Africa and George J. Sefa Dei University of Toronto, Canada
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-801-3 (paperback) ISBN: 978-94-6300-802-0 (hardback) ISBN: 978-94-6300-803-7 (e-book)
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TABLE OF CONTENTS
Acknowledgementsvii Inclusive Schooling and Education in African Contexts Nareadi Phasha, Dikeledi Mahlo and George J. Sefa Dei 1. Ep
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