Titlebook: Issues in African Education; Sociological Perspec Ali A. Abdi (Associate Professor),Ailie Cleghorn ( Book 2005 Palgrave Macmillan, a divisi

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At the Mercy of Informal Learning: Education and Development in Stateless Somalian that the Somali novelist and literary critic Afrax (2002) described the case as a highly disturbing scenario where both the individual and communal minds of the nation are in a coma, and where the collective conscience of the people is no longer viable.

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Book 2005hus aim to be of interest internationally, to those who work in such fields as social and political foundations of comparative and international education, and development studies, including university professors, teacher educators, researchers, school teachers, tertiary education students, consultants and policy makers.

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Ali A. Abdi (Associate Professor),Ailie Cleghorn (

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African Philosophies of Education: Counter-Colonial Criticismst is, Western countries and their “knowledge managers,” have assumed that theirs are the most viable, if not the only meaningful, philosophies and, especially those of education. It is in that problematic plateau of understanding that Cahn (1997, p. 3), tells us that “all work in philosophy of educa

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Surveying Indigenous Knowledge, the Curriculum, and Development in Africa: A Critical African Viewpolopment with particular reference to Africa. To realize these goals, I first provide a synoptic historico-descriptive analysis of indigenous knowledge. Then will follow an investigation of the epistemological foundations and processes perceived to distinguish indigenous knowledge from Western knowle

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Narratives from Ghana: Exploring Issues of Difference and Diversity in Educationand diversity are heavily characterized by relations of power and influence. As such, a focus group interview is particularly suited to produce the most transparent information and insight emerging from interactions, discussions, and debates among the group members.

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Social Organization of Teacher Education in Africa: A Kenyan Case Studyonial framework. Levels and types of teacher education offered in Kenya (from pre-primary/early childhood to higher education) are explored. A proposition to include indigenous knowledge in teacher education is presented. Finally, issues of selection and placement of untrained