This book highlights the intersectionality of educational marginalization in sub-Saharan Africa as a legacy of colonialism. It shows how contemporary efforts to promote education in marginalized communities are subsumed under human rights and human capital ideologies.

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.