Using African Epistemologies in Shaping Inclusive Education Knowledge

ISBN-13: 9783031311147 / Angielski

Mbulaheni Obert Maguvhe; Mfundo Mandla Masuku

Opis

This book thus explores the role of African epistemologies in addressing the myriad challenges posed by the inclusive education system in Africa and other contexts.In recent years, the shift from special education to inclusive education has had a significant impact on the provision of education and the education system as a whole in Africa. The impact has been felt in all institutions of learning from low to high, public and private, government, and across departments of education. Inclusive education, if shaped correctly by using African epistemologies, would empower learners to attain the relevant skills, knowledge, values, and attitudes for their own intellectual growth and personal development. 

Spis treści

Chapter 1. Conceptualizing Inclusive Education Through the Lens of African Indigenous Education

Chapter 2. An Afro-centric Approach to Inclusive Education

Chapter 3. An African Perspective on Inclusive Education Content, Conversations and Policy Debates: The case of Lesotho

Chapter 4. Rationale for Africanising Inclusive Education

Chapter 5. Inclusive Education: Challenging Barriers, claiming Human Rights and Social Justice

Chapter 6. Afrocentricity to Create Opportunities to Eliminate Hegemony in African Pedagogies

Chapter 7. African Traditional Knowledge Systems to Manage Inclusive Education 

Chapter 8. Building a Student-Centred Inclusive Education System: An African Agenda for Real Action and Real Change

Chapter 9. The Role and Place of African Indigenous Knowledge Systems in the Analyses of Inclusive Education

Chapter 10. An African Perspective on Inclusivity, Equity, Equality, Accessibility and Empowerment 

Chapter 11. Unique African Challenges in the Provision of Quality Inclusive Education in School Education and Training

Chapter 12. Innovative Inclusive Education Schools for Persons Experiencing Barriers in Learning 

Chapter 13. Impact of Resources on the Delivery of Inclusive Education in the African Context

Chapter 14. African Building Blocks for Inclusive Education Programme, Curriculum Design, Development and Delivery

Chapter 15. Using African Philosophies in the Alignment of Inclusive Education Programmes with National Priorities

Chapter 16. Post-School Education and Training: Building an Expanded, Effective, Efficient and Inclusive Post-School System

Chapter 17. Evaluating the Idea of Western Epistemologies as Universal Norm to Explain Inclusive Education

Chapter 18. Evaluating Interventions to Decolonise Inclusive Education

Chapter 19. Embracing the Impact and Importance of Inclusive Education for All Learners

Chapter 20. Trends and Practices for Shaping Inclusive Education in the African Context

Chapter 21. Consequences of Marginalization of African Values in Exploring Inclusive Education 

Chapter 22. Supporting Students Experiencing Barriers to Learning in Inclusive Education Settings: A Critical Requirement for Educational Success

Chapter 23. Teachers’ Influence on Adherence to Inclusive Education in the African Context

Chapter 24. International Protocols and Treaties on Inclusive Education

Chapter 25. Diversity and its Implications for Teaching and Learning in Higher Educational Institutions

Chapter 26. Using African Philosophies in the Alignment of Inclusive Education: Programmes with Sustainable Development Goals 

O autorze

Mbulaheni Obert Maguvhe is Professor of Inclusive Education at the University of South Africa. He has published a number of peer reviewed articles and books in his field and is an active member of several national and international Disability organisations. 

Mfundo Mandla Masuku is Senior Lecturer in the School of Development Studies at University of Mpumalanga, South Africa. He has published a number of papers on food security, Local Economic Development, governance and the scholarship of teaching and learning.

Blurb

This book thus explores the role of African epistemologies in addressing the myriad challenges posed by the inclusive education system in Africa and other contexts.

In recent years, the shift from special education to inclusive education has had a significant impact on the provision of education and the education system as a whole in Africa. The impact has been felt in all institutions of learning from low to high, public and private, government, and across departments of education. Inclusive education, if shaped correctly by using African epistemologies, would empower learners to attain the relevant skills, knowledge, values, and attitudes for their own intellectual growth and personal development.

 

Mbulaheni Obert Maguvhe is Professor of Inclusive Education at the University of South Africa. He has published a number of peer reviewed articles and books in his field and is an active member of several national and international Disability organisations. 

Mfundo Mandla Masuku is Senior Lecturer in the School of Development Studies at University of Mpumalanga, South Africa. He has published a number of papers on food security, Local Economic Development, governance and the scholarship of teaching and learning.