Widening University Access And Participation In The Global South
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Widening University Access and Participation in the Global South
Using a capability approach as an analytical framework, this timely volume examines how access to higher education, enabled through private universities, can transform students’ lives and contribute to human development in low-income countries in the Global South. Providing new insights into the contribution of the private higher education sector in Africa’s developmental agendas, the book offers an alternative to human capital theory by offering an expansive notion on the value of higher education—emphasising both the economic and the intrinsic societal and social benefits that come from access to university and raised aspirations. The chapters identify and discuss six specific capabilities valued by students that higher education provides. This includes epistemological access, epistemic contribution, aspiration, recognition, respect and belonging, Ubuntu, and employability. The book foregrounds the voices of students and lecturers to explore students’ aspirations, agency, access, and participation. Ultimately, promoting a reconsideration of access to higher education beyond numerical terms by focusing on students’ access to transformative knowledge as means to promote their freedom to achieve well-being, the book will appeal to scholars, researchers and postgraduate students in higher education, African education studies, and international and comparative education more broadly.
Widening University Access and Participation in the Global South
Using a capability approach as an analytical framework, this timely volume examines how access to higher education, enabled through private universities, can transform students’ lives and contribute to human development in low-income countries in the Global South. Providing new insights into the contribution of the private higher education sector in Africa’s developmental agendas, the book offers an alternative to human capital theory by offering an expansive notion on the value of higher education—emphasising both the economic and the intrinsic societal and social benefits that come from access to university and raised aspirations. The chapters identify and discuss six specific capabilities valued by students that higher education provides. This includes epistemological access, epistemic contribution, aspiration, recognition, respect and belonging, Ubuntu, and employability. The book foregrounds the voices of students and lecturers to explore students’ aspirations, agency, access, and participation. Ultimately, promoting a reconsideration of access to higher education beyond numerical terms by focusing on students’ access to transformative knowledge as means to promote their freedom to achieve well-being, the book will appeal to scholars, researchers and postgraduate students in higher education, African education studies, and international and comparative education more broadly.
Combating School-Based Violence Using African Indigenous Knowledge Systems
Author: Mfundo Mandla Masuku
language: en
Publisher: Taylor & Francis
Release Date: 2025-05-12
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.