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Edited by Sulochini Pather and Roger Slee

It is a fundamental right for all children to be given access to quality education to ensure they reach their full potential as individuals; a right which is reflected in international law in Article 26 of the Universal Declaration of Human Rights and supported by the Education for All Agenda (1990) and the United Nations Convention on the Rights of People with Disabilities and Optional Protocol (2006). Nation states across Africa have signed up to these protocols and remain committed to ensuring education for all children. The progress globally however in the past 25 years, including in Africa, has been slow (UNESCO, 2015). Questions remain on why this is so and what can be done about it.

This book brings together researchers, education policy makers and academics from the African community. What is unique about this text is that it includes local insights narrated and critiqued by local professionals. This book presents a wide range of African countries across the continent, to provide a critical overview of the key issues affecting developments. It questions the origins of ideas and definitions around inclusive education and the impact it has made on policy and ultimately practice, within local socio-cultural and economic communities, both urban and rural. It highlights positive developments as well as challenges and provides a deep understanding of why the process of implementing inclusive education is so complex in the African continent. It provides an understanding of what is needed to develop a more sustainable model of inclusive education across the continent and within specific countries.
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Another Way

Decentralization, Democratization and the Global Politics of Community-Based Schooling

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Edited by Rebecca Clothey and Kai Heidemann

Drawing on a variety of methodological and theoretical perspectives, the case studies compiled in Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling offer a comparative look at how global processes of educational decentralization have both helped and hindered the development of community-based schools in local-level settings across Europe, Africa, Asia and the Americas. On the one hand, the book shows how increased decentralization is often perceived as essential to assuring robust levels of democratization, community participation and social justice in education. On the other hand, it is also shown how processes of educational decentralization are often experienced in local communities as a mechanism of increased austerity, privatization and segregation.
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Social Movement-Led Democratic Governance of Public Education

The Case of the Brazilian Landless Workers Movement

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Rebecca Tarlau

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School of Feminism in Beijing

Embodied Resistance and “Weak” Education in Twenty-First-Century China

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Weiling Deng

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Introduction

Community-Based Schooling and the Intersectional Politics of Decentralization and Democratization

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Kai Heidemann and Rebecca Clothey

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Decentralization and Education in Tanzania

The Role of Community Schools and Education for the Poor

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Serena Koissaba

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Crisis, Protest and Democratization ‘From Below’

The Rise of a Community-Based Schooling Movement in Argentina

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Kai Heidemann

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Between State and Society

Community Schools in Zambia

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Richard Bamattre