Using African epistemologies to understand contributing social and cultural factors around African school violence, this book investigates various kinds of school-based violence suffered by learners and teachers in order to further research into the impact of educational interventions on crime prevention in African schools.

Investigating various kinds of school violence including gender-based violence and gang violence, the book uses African Indigenous Knowledge Systems and the philosophy of Ubuntu for example to tackle important concerns surrounding school violence, social cohesion, community engagement and role of education in fostering sustainable communities. Chapters demonstrate a qualitative research approach that encompasses empirical and conceptual studies to provide an in-depth exploration of violence in educational settings; the book draws on human experiences and emotions, as well as teachers’, learners’, communities’ and other relevant stakeholders’ perceptions of school violence.

This highly interdisciplinary volume will be of immense value to scholars, researchers and postgraduate students in the fields of sociology of education, philosophy of education and educational psychology. Curriculum developers involved with module design may also find the volume of use.

Using African epistemologies to understand contributing social and cultural factors around African school violence, this book investigates various kinds of school-based violence suffered by learners and teachers in order to further research into the impact of educational interventions on crime prevention in African schools.

Investigating various kinds of school violence including gender-based violence and gang violence, the book uses African Indigenous Knowledge Systems and the philosophy of Ubuntu for example to tackle important concerns surrounding school violence, social cohesion, community engagement and role of education in fostering sustainable communities. Chapters demonstrate a qualitative research approach that encompasses empirical and conceptual studies to provide an in-depth exploration of violence in educational settings; the book draws on human experiences and emotions, as well as teachers’, learners’, communities’ and other relevant stakeholders’ perceptions of school violence.

This highly interdisciplinary volume will be of immense value to scholars, researchers and postgraduate students in the fields of sociology of education, philosophy of education and educational psychology. Curriculum developers involved with module design may also find the volume of use.

This book thus explores the role of African epistemologies in addressing the myriad challenges posed by the inclusive education system in Africa and other contexts.

This book uses a deconstruction context to highlight the challenges faced by the LGBTQIA+ communities in African Higher Education. The discursive approach adopted in the book is critical in enabling the editors and their authors space to articulate the subtle, problematic, and context-sensitive issues that drive exclusionary and unequal practices that students face in campus life. The book goes on to present an advanced argument for integrating African epistemologies such as Ubuntu with social justice frameworks to foster cultural competence and diversity in higher education.

The book project strives to establish and interpret the experiences and realities of African migration using African epistemology and philosophy. The significance of this book is triggered by an observation that seeks to propound the Eurocentric paradigm as not being the only dominating, acceptable, or legitimate approach to knowledge in explaining the evolution and dynamics of African migration. Africans have a long history of migration, both involuntary and voluntary. Contemporary African migrants have experienced three (3) types of migration, namely labour migration, forced migration or refugee movement, and skilled professional migration. These types of migration take place within the continent and between Africa and other continents. The book seeks to explore and cover a wide array of issues experienced by contemporary African migrants. This includes, but is not limited to, what and who a contemporary African migrant is; factors that influence contemporary African migration; the role and impact of regional institutions and other transnational entities on contemporary African migration; the challenges of contemporary African migrants; the impact of contemporary African migrants in national, regional, international politics and economy; the role of a contemporary African migrant on regional integration.

Using African epistemologies to understand contributing social and cultural factors around African school violence, this book investigates various kinds of school-based violence suffered by learners and teachers in order to further research into the impact of educational interventions on crime prevention in African schools.

Investigating various kinds of school violence including gender-based violence and gang violence, the book uses African Indigenous Knowledge Systems and the philosophy of Ubuntu for example to tackle important concerns surrounding school violence, social cohesion, community engagement and role of education in fostering sustainable communities. Chapters demonstrate a qualitative research approach that encompasses empirical and conceptual studies to provide an in-depth exploration of violence in educational settings; the book draws on human experiences and emotions, as well as teachers’, learners’, communities’ and other relevant stakeholders’ perceptions of school violence.

This highly interdisciplinary volume will be of immense value to scholars, researchers and postgraduate students in the fields of sociology of education, philosophy of education and educational psychology. Curriculum developers involved with module design may also find the volume of use.

Using African epistemologies to understand contributing social and cultural factors around African school violence, this book investigates various kinds of school-based violence suffered by learners and teachers in order to further research into the impact of educational interventions on crime prevention in African schools.

Investigating various kinds of school violence including gender-based violence and gang violence, the book uses African Indigenous Knowledge Systems and the philosophy of Ubuntu for example to tackle important concerns surrounding school violence, social cohesion, community engagement and role of education in fostering sustainable communities. Chapters demonstrate a qualitative research approach that encompasses empirical and conceptual studies to provide an in-depth exploration of violence in educational settings; the book draws on human experiences and emotions, as well as teachers’, learners’, communities’ and other relevant stakeholders’ perceptions of school violence.

This highly interdisciplinary volume will be of immense value to scholars, researchers and postgraduate students in the fields of sociology of education, philosophy of education and educational psychology. Curriculum developers involved with module design may also find the volume of use.

This book thus explores the role of African epistemologies in addressing the myriad challenges posed by the inclusive education system in Africa and other contexts.

This book uses a deconstruction context to highlight the challenges faced by the LGBTQIA+ communities in African Higher Education. The discursive approach adopted in the book is critical in enabling the editors and their authors space to articulate the subtle, problematic, and context-sensitive issues that drive exclusionary and unequal practices that students face in campus life. The book goes on to present an advanced argument for integrating African epistemologies such as Ubuntu with social justice frameworks to foster cultural competence and diversity in higher education.

The book project strives to establish and interpret the experiences and realities of African migration using African epistemology and philosophy. The significance of this book is triggered by an observation that seeks to propound the Eurocentric paradigm as not being the only dominating, acceptable, or legitimate approach to knowledge in explaining the evolution and dynamics of African migration. Africans have a long history of migration, both involuntary and voluntary. Contemporary African migrants have experienced three (3) types of migration, namely labour migration, forced migration or refugee movement, and skilled professional migration. These types of migration take place within the continent and between Africa and other continents. The book seeks to explore and cover a wide array of issues experienced by contemporary African migrants. This includes, but is not limited to, what and who a contemporary African migrant is; factors that influence contemporary African migration; the role and impact of regional institutions and other transnational entities on contemporary African migration; the challenges of contemporary African migrants; the impact of contemporary African migrants in national, regional, international politics and economy; the role of a contemporary African migrant on regional integration.