Children On The Boundaries Of Time And Space In Sub Saharan Africa

Children on the Boundaries of Time and Space in sub-Saharan Africa has come at the time when children’s well-being is on the agendas of governments, policy makers, schools and community organisations. It provides an in-depth analysis of the relation between official children’s rights and well-being policies and their implementation refracted through African as well as Western lenses. The content of the book is a departure from conventional stereotype approach to children’s well-being analysis in sub-Saharan Africa. In addressing issues around children’s rights and well-being, the book offers a reflection on the conflict between adult society and government welfare policies. The book also draws on existing knowledge about national and international efforts to change adult attitudes towards children. Analysis in the book demonstrates that there are both structural and operational problems in children’s rights and policies governing their well-being in sub-Saharan Africa. This sort of work has been neglected since the last few decades and has created a gulf between government policy rhetoric and practice. Children on the Boundaries of Time and Space in sub-Saharan Africa bridges that gap and reasserts the need for effective policy, material changes in resources and cultural change valuable to enhance children’s ability to stay healthy, grow and learn to become responsible citizens.

This book examines how the existence of overlapping regional institutions has presented a daunting challenge to the workings of various Regional Economic Communities (RECs) on the African continent. The majority of the African countries are members of overlapping and, sometimes, contradictory RECs. For instance, in East Africa, while Kenya and Uganda are both members of EAC and COMESA, Tanzania, which is also a member of the EAC, left COMESA in 2001 to join SADC. In West Africa, while all former French colonies belong to ECOWAS, they simultaneously keep membership of UEMOA, an organization which is not recognized by the African Union (AU). Such multiple and confusing memberships create unnecessary duplication and dims the light on what ought to be priority. Various chapters in this book have therefore sought to identify and proffer solutions to related challenges confronting the workings of the RECs in different sub-regions of the African continent. The discourses range from security to the stock exchange, identity integration, development framework, labour movement and cross-border relations. The pattern adopted in the book involves devolution of related discussions from the general to the specific; that is, from the continental level to sub-regional case studies.

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.

This book focuses on the ‘informal care’ provided by family members, neighbours and friends, exploring the ways in which it is woven into the organization of people’s everyday lives.

Drawing on the concept of the ‘politics of compassion’, this Handbook interrogates the political, geopolitical, social and anthropological processes which produce and govern borders and give rise to contemporary border violence.

This collection of in-depth ethnographic analysis examines the impact of local and global transformations on the care, or lack of care, older people receive in Sub-Saharan Africa. This volume provides the pan-African evidence and analysis needed to move forward debates about how to address the long term care needs of this vulnerable population. Case studies from different regions of the continent (southern, central, east and west Africa) examine formal and informal care, including inter- and intra-generational care, retirement homes, care in the context of poverty, HIV/AIDS and migration.

This latest Fifth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC) will again form the standard reference for all those concerned with climate change and its consequences, including students, researchers and policy makers in environmental science, meteorology, climatology, biology, ecology, atmospheric chemistry and environmental policy.