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Issues of Social Justice and Colonialism in the Education Systems of Africa

  • Kolawole Samuel AdeyemoEmail author
Living reference work entry
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Part of the Global Education Systems book series (GES)

Abstract

This chapter analyzes issues that have emerged in the various studies on Africa’s education systems. The present book, Education Systems of Africa, forms part of a Springer-published book series on Global Education Systems. Throughout this publication, authors have discussed trends, reforms, and approaches that are most promising for Africa. This was done in a manner that addresses the socio-political and economic problems of different dynamics that are shaping the education landscape in their countries. This introductory chapter, however, synthesizes the main findings and the recommendations for the strengthening of African nations’ education policies. Thus, the objective of this book is to highlight African nations’ capacity to address issues of social justice and to generate ideas that can help translate the increasing strengths of the continent into achieving sustainable development.

In summary, the following are the main highlights:
  • In terms of the economy of education, this book highlights the importance that education should play in the distribution of social benefits. It further argues that the contribution of education to sustainable development is missing, yet a crucial element in many African countries.

  • Also, writers have argued for the need to help prepare students for success in and outside the classroom, as well as develop proper expectations for learning and goal setting.

  • Notably, readers will come across issues related to unequal opportunities in different contexts. Many authors have shown that there is also a major issue with gender biases, which must be addressed in order for Africa to achieve sustainable development through education.

Keywords

Social justice Colonialism Postcolonialism Education system Africa 

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Copyright information

© Springer Nature Switzerland AG 2021

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of PretoriaPretoriaSouth Africa

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