"This book focuses on education policy framework for educating marginalized children in sub-Saharan Africa. It uses “marginality” as a critical discourse to highlight the complicated ways education policy making in sub-Saharan Africa have constructed and perpetuated marginality in the region since Africa’s encounters with Europe. The book is organized around two parts, each of which discusses a specific dimension of the marginality and education policy nexus. Part I focuses on theorizations of marginality and education. The theoretical framework on marginality and education outlines the definitional and conceptual backgrounds on marginality – the complicated ways policies of the Christian missionaries, colonial governments and postcolonial governments constructed and perpetuated marginality in the region. Part II focuses on addressing the issue of marginality from theory to practice. These chapters highlight the ways policies shaped the educational development, schooling processes, and educational outcomes of selected marginalized communities and groups. Attention is given to schooling in rural communities, the complexities of girls’ education in rural contexts, education of Zongo Muslim communities, violence in school in rural contexts, and education collaboration in rural traditional communities. The book argues that education policies in sub-Saharan Africa fail to address the educational needs of marginalized children because current policy frameworks ae not based on examination of colonial policies which created the existing marginality. In order to implement policies that address policy gaps and meet the educational needs of marginalized children, strong synergies are necessary between education policy makers, other education stakeholders, and marginalized communities."--.

• Cover
• Education Marginalization in Sub-Saharan Africa
• Education Marginalization in Sub-Saharan Africa: Policies, Politics, and Marginality
• Copyright Page
• Contents
• Preface
• Acknowledgments
• Theorizations on Marginality and Education
  • Conceptualizing Marginality
    • Interrogating Existing Education Policy Frameworks
    • Positionality and Marginality Studies
    • Conclusion and Policy Reflections
  • Chapter 1
  • Social Structures and Children’s Education in Sub-Saharan Africa
    • Social Structures and Education
    • Complexities of Traditional African Social Structure and Education
    • Rural Elites and Education
    • Community Epistemologies
    • Transitions and Transformation
    • Conclusion and Policy Reflections
  • Chapter 2
  • Marginality and Colonial Discourse in Sub-Saharan Africa
    • Marginality as a Colonial Discourse in Sub-Saharan Africa
    • The Colonial Marginality Framework
    • Education as a Colonial Marginality Framework
    • “Divide and Rule” as a Marginality Strategy
    • Conclusion and Policy Reflections
  • Chapter 3
  • Marginality and Postcolonial Discourse in Sub-Saharan Africa
    • Postcolonial Policies as Extension of Colonial Marginality
    • Postcolonial Education and Marginality
    • Curriculum and Marginality
    • Affirmative Strategies and Marginality
    • Conclusion and Policy Reflections
• Marginality and Education
  • Chapter 4
  • Schooling and Marginality in a Sub-Saharan African Context
    • Many Children Are Still Not in School
    • Challenges to Schooling in Rural Africa
    • Educational Outcome and Marginalized Children
    • Conclusion and Policy Reflections
  • Chapter 5
  • Contextual Nuances and Girls’ Education
    • Contextualizing Women’s Education in Sub-Saharan Africa
    • Contextualizing Girls’ Education in Marginalized Communities
    • Historicizing Women’s Role in Colonial Africa
    • Conclusion and Policy Reflections
  • Chapter 6
  • Educational Development and Marginalized Zongo Muslim Communities
    • “Zongo” as a “Cultural Space”
    • Development of the Ofoase Zongo Community
    • Contexts of Educational Development in Zongo Muslim Communities
    • We saw “Islam” as the “Only” Education
    • Perspectives on Zongo Community’s New Attitudes toward School
    • Conclusion and Policy Reflections
  • Chapter 7
  • Decolonizing Curriculum to Promote Learning
    • Colonial Ideologies and Curriculum in Sub-Saharan Africa
    • Introducing Relevance to Schooling and Learning
    • Funds of Knowledge and Marginalized Children’s Learning
    • Conclusion and Policy Reflections
  • Chapter 8
  • Education, Violence, and Marginalized Children
    • Vignettes of School-Based Violent Practices
    • Terrorized Practices and Schooling
    • Violence and the Contradictory Roles of Education
    • Schools’ Blatant Forms of Violence
    • Systemic Forms of Violence
    • Symbolic Forms of Violence
    • Conclusion and Policy Reflections
  • Chapter 9
  • Synergies and Education Collaboration
    • Theorizing Collaboration and Organizational Synergy
    • Models and Rationales of Education Collaboration
    • School for Life Collaboration and Model
    • Conclusion and Policy Reflections
    • Note
  • Chapter 10
  • Policy Reflections and Education of Marginalized Children
    • Decolonizing the Current School Organization in Sub-Saharan Africa
    • Curriculum and Children’s School Participation
    • “Transgressive-Progressive Policy Framework”
  • References
  • Index
  • About the Author