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With a key UN Sustainable Development Goal for 2030 being to make basic education available to all the world's children, Learning Spaces in Africa explores the architectural, socio-political and economic policy factors that have contributed to school design, the main spaces for education and learning in Africa. It traces the development of school building design, focusing on Western and Southern Africa, from its emergence in the 19th century to the present day. Uduku's analysis draws attention to the past historic links of schools to development processes, from their early 19th century missionary origins to their re-emergence as development hubs in the 21st century. Learning Spaces in Africa uses this research as a basis to suggest fundamental changes to basic education, which respond to new technological advances, and constituencies in learning. Illustrated case studies describe the use of tablets in refugee community schools, "hole-in-the wall" learning and shared school-community learning spaces. This book will be beneficial for students, academics and those interested in the history of educational architecture and its effect on social development, particularly in Africa and with relevance to countries elsewhere in the emerging world.
With a key UN Sustainable Development Goal for 2030 being to make basic education available to all the world’s children, Learning Spaces in Africa explores the architectural, socio-political and economic policy factors that have contributed to school design, the main spaces for education and learning in Africa. It traces the development of school building design, focusing on Western and Southern Africa, from its emergence in the 19th century to the present day. Uduku’s analysis draws attention to the past historic links of schools to development processes, from their early 19th century missionary origins to their re-emergence as development hubs in the 21st century. Learning Spaces in Africa uses this research as a basis to suggest fundamental changes to basic education, which respond to new technological advances, and constituencies in learning. Illustrated case studies describe the use of tablets in refugee community schools, "hole-in-the wall" learning and shared school-community learning spaces. This book will be beneficial for students, academics and those interested in the history of educational architecture and its effect on social development, particularly in Africa and with relevance to countries elsewhere in the emerging world.
Higher education in post-apartheid South Africa was always likely to attract academic interest, and yet there remains a dearth of research on creating teaching and learning spaces suitable for students from diverse backgrounds. Using examples from higher education institutions across the Southern African Developing Community (SADC) region, this volume explores the ways teaching and learning spaces are being used to advance the transformation agenda of higher education in these regions, and provides concrete recommendations for the future. The book is sure to appeal to academics from a variety of disciplines - from African, African American and ethnic studies to education and sociology. It will be of particular interest to teacher trainers, administrators and policy-makers working in higher education, and anyone else with a stake in managing cultural diversity in education.
Students with disabilities who are not able to perform to the best of their abilities often find themselves learning in inaccessible environments and subjected to increased stress levels due to the haphazard provisioning of education characterized by physical, communicative, and unsuitable teaching and learning approaches. Very often this is a result of various shortcomings including unfair assessment practices. Misconceptions and a lack of knowledge with regard to the implementation of inclusive education detract from the successful admission of students with disabilities and their retention and active participation. The Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse explores the concept of inclusive education in an African context. It advocates for the monitoring and evaluation of inclusive education and proposes interventions where reasonable accommodation or lack of accessibility is a reason for students with disabilities to not benefit from this system. Covering topics such as barriers to learning, rural schools, and student support, this major reference work is an essential resource for administrators, advocates for students with disabilities, policymakers, researchers, pre-service teachers, educators, academicians, and students.
Higher education in post-apartheid South Africa was always likely to attract academic interest, and yet there remains a dearth of research on creating teaching and learning spaces suitable for students from diverse backgrounds. Using examples from higher education institutions across the Southern African Developing Community (SADC) region, this volume explores the ways teaching and learning spaces are being used to advance the transformation agenda of higher education in these regions, and provides concrete recommendations for the future. The book is sure to appeal to academics from a variety of disciplines - from African, African American and ethnic studies to education and sociology. It will be of particular interest to teacher trainers, administrators and policy-makers working in higher education, and anyone else with a stake in managing cultural diversity in education.
This edited book draws on an international cohort of authors, all working towards sustainable, decolonizing human development for more just futures in a variety of learning spaces. Integrating sustainable human development with ‘reparative futures’, the chapters present diverse examples of how transformative learning spaces can be created through different participatory methodologies and with different stakeholders. The book will be of interest to researchers, graduate students, practitioners and policymakers in the areas of higher education, development studies and transformative innovation.
​This book addresses the need to support decision-makers across Africa by promoting awareness of the importance of space technologies and data to African development through the presentation of existing examples where space supports education and healthcare, and by making recommendations for further roll-out of these efforts. This is necessary because of the enduring misconception that space-related research and expenditure competes with other, more pressing, needs on the continent, when in truth space can play a major role in meeting these needs. Accordingly, the book unpacks the United Nations Sustainable Development Goals (SDGs) 2030 and the critical needs they address in the African context. Secondly, it provides an analysis of the African higher education landscape and considers the network of higher education-related SDGs, their targets, and their indicators. Africa’s own development plan, Agenda 2063, is also explored. The African higher education landscape is then assessed by way of three models – the Space-Education Equation (SEE), the Benefits to Education by Space Transection (BEST), and the Enhanced Education for Sustainable Development Access and Success (EESDAS) model. The critical role of educational technologies and e-learning in bridging the educational access and success gap is appraised, as is the role of the space sector, and its technologies, applications, and data in African higher education. Finally, it explores e-health and provides an analysis of pertinent technologies required by e-health, past and present, and the opportunities and challenges it presents. Space technology can play a critical role in eliminating the barriers that are currently preventing e-health from playing a more significant role in a developing region such as sub-Saharan Africa.
This book provides a detailed insight into how space and its applications are embedded, and can be further embedded, into African society in support of the SDGs, while taking into account the specific features, needs, and diversity of that society. Contributions drawn from across the continent and further afield provide analyses of the particular social situations in a variety of different African countries and regions, and highlight areas where space applications support the SDGs, and where they can further do so. The chapters cover a wide array of relevant and timely topics including basic needs like water quality, education, and capacity building, as well as financial, security, and legal aspects, together with facets of space technologies and infrastructure in Africa. Embedding Space in African Society will be of great interest to students and professionals in sustainable development, governance, and space studies.
Using African schools as case studies, this book presents an implementation framework that can be used by schools internationally to drive social change and support their role as enabling spaces, allowing learners to thrive. Recognising the increase in demands, violent conflicts, lack of stability, and social strain prevalent within the current African school system, this book covers the challenges that negatively impact children's development by understanding and presenting a framework that ensures a holistic social and educational support system can be created for students. Featuring contributions from a broad range of leading scholars, the book ultimately addresses the critical need in academic and practice research for the importance of schools in building civil societies. Arguing for the importance of schools as places of stability, social inclusivity, and communities of care, this book will have direct relevance to academics, researchers, and post-graduate students in the field of education policy, international and comparative education and character education. Those working in school leadership, management and administration environments will also benefit from this volume.