Inclusion as Social Justice

Theory and Practice in African Higher Education
Erscheinungsjahr 2020
ISBN: 978-90-04-43447-9
Verlag: Brill

Buch, Englisch, Band 5, 424 Seiten, Format (B × H): 157 mm x 236 mm, Gewicht: 798 g

Reihe: African Higher Education: Developments and Perspectives

Inclusion as Social Justice: Theory and Practice in African Higher Education discusses the extent to which education enables equitable social access for diverse student populations in the context of historical sidelining of indigenous knowledge systems and epistemic injustice of colonial epistemologies in Africa. The goal is to theoretically unpack the social differentials and micro-inequities that practically disempower diverse students in African higher education. To this end, the book features aspects of diversity such as gender, rurality, refugee status and disability in general, with hearing and visual impairment as prime illustrations. It is argued that despite the ethically defensible and socially just policy and structural interventions for transforming higher education meant to redress the legacy of colonial injustices, urban universities present epistemological equity challenges for students from rural communities. Similarly, the opaque fate of students displaced from their home countries and currently studying in universities in host countries is analyzed. The book illustrates the access case for gender and disability in higher education using empirical studies and examples from Tanzania, Kenya, Ethiopia, Zimbabwe and South Africa. Challenges facing students in higher education in these countries and the strategies the students devise to succeed in the institutions are analyzed.

Autoren/Hrsg.

Ndofirepi, Amasa P.

Musengi, Martin

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Foreword

Elias Mpofu

Notes on Contributors

PART 1: Setting the Scene for Social Justice in African Higher Education

Introduction to Part 1

Amasa P. Ndofirepi and Martin Musengi

1 Deciphering the Conversations

Amasa P. Ndofirepi and Martin Musengi

2 Epistemological Access in Disadvantaged Schools: A Case Study of Flood-Prone Rural Schools in Western Kenya

Gloria Erima and Felix Maringe

PART 2: Access and Epistemic Complexities in African Higher Education

Introduction to Part 2

Amasa P. Ndofirepi and Martin Musengi

3 Epistemological Access of Rural Students in an Urban University: Implications for Inclusive Teacher Education

Alfred Masinire

4 Social Justice for Refugee Students in Higher Education in Sub-Saharan Africa: Policy Disjunctures

Otilia Chiramba and Felix Maringe

5 On Relevance: A Critique of Knowledge Processes in the African University

Amasa P. Ndofirepi, Thokozani Mathebula and Ephraim T. Gwaravanda

6 Inclusion and Social Justice: Creating Space for African Epistemologies in the African University

Amasa p. Ndofirepi and Ephraim T. Gwaravanda

7 Epistemic Insolence in the African University: An Anti-Colonial Quest for Liberated Intellectual Spaces

Amasa P. Ndofirepi and Elizabeth S. Ndofirepi

PART 3: Disability Issues in African Higher Education

Introduction to Part 3

Amasa P. Ndofirepi and Martin Musengi

8 Special Educational Needs and Academic Professionalism for Inclusive Higher Education in Africa

Martin Musengi

9 Obstacles for Students with Disabilities in Accessing Higher Education in South Africa: A Decolonial Perspective

Sibonokuhle Ndlovu

10 Conceptualisation of Quality in Higher Education in Zimbabwe: Students with Disabilities Speak

Joseph Chidindi

11 Identity and Inclusion of Deaf and Hard-of-Hearing Students in Higher Education: Lessons from Contrasting Policies and Practices in African and US Institutions

Martin Musengi and Millicent Musyoka

12 Social Justice Enhancers of University Inclusion for Deaf People in Zimbabwe

Phillipa Mutswanga

13 Inclusion of Students with Visual Impairment in Higher Education: Experiences from Ethiopia and Zimbabwe

Emmanuel Munemo and Yirgashewa Bekele

14 The Experience of Students with Visual Impairment in Higher Education: Barriers and Coping Mechanisms

Binian Amdebirhan and Yirgashewa Bekele

PART 4: Gender Debates in African Higher Education

Introduction to Part 4

Amasa P. Ndofirepi and Martin Musengi

15 Violence and Abuse against Female University Students in Zimbabwe: Implications for Inclusion

Regis Chireshe and Excellent Chireshe

16 Disability and Access in Higher Education in Tanzania: Experiences of Women with Disabilities

Margreth Matonya

17 The Jagged Road to an Uncertain Future: Ethiopian Female University Students with Disabilities

Yirgahsewa Bekele, Michelle Proyer and Elina Lehtomäki

18 Boosting Gender Equity in Higher Education: Rethinking Strategies

Beatrice M’mboga Akala

19 Achieving Academic Excellence in Africa: A Focus on the Intersection of Sexuality, Gender and Disability in Higher Education

Christine Peta

PART 5: Present Realities and Future Directions in African Higher Education

Introduction to Part 5

Amasa P. Ndofirepi and Martin Musengi

20 Campus Social Space in Higher Education: Undergraduate Students Negotiating Campus Social Spaces: Capabilities and Contested Spaces for Collaboration

Elizabeth Sipiwe Ndofirepi

21 Lessons, Challenges and Opportunities for Inclusive Higher Education

Martin Musengi and Amasa P. Ndofirepi

Index

Über Autor(innen)

Amasa P. Ndofirepi, PhD, University of the Witwatersrand, is Associate Professor in Philosophy of Education and Research Associate at the University of Johannesburg. He is co-editor of the two-volume book Knowledge and Change in African Universities (Sense, 2017).

Martin Musengi, PhD, University of the Witwatersrand, is Associate Professor of Deaf and Inclusive Education at Great Zimbabwe University where he is Director of Quality Assurance and Academic Planning. He serves on the editorial board of Deafness and Education International.