This volume engages with issues of moral responsibility and multiethnic co-existence in the context of contemporary Africa. Post-colonial African states are by and large ethnically diverse. Constructively managing ethnic diversity, however, has always been a challenge to these states, which often fail to be democratic and all-inclusive. As a result, ethnic enmity and conflicts that obliterate bonds of togetherness between ethnic communities have been rampant throughout the continent. In dialogue with Africa’s cultural and religious assets, this interdisciplinary multi-authored book aims at articulating the need to interpret past and present ethnic hostilities in Africa, and generating moral resources of togetherness to foster a social pedagogy of responsible cohabitation for Africans. The chapters of this volume, categorized into two parts, are framed according to these two niches.

This volume engages with issues of moral responsibility and multiethnic co-existence in the context of contemporary Africa. Post-colonial African states are by and large ethnically diverse. Constructively managing ethnic diversity, however, has always been a challenge to these states, which often fail to be democratic and all-inclusive. As a result, ethnic enmity and conflicts that obliterate bonds of togetherness between ethnic communities have been rampant throughout the continent. In dialogue with Africa’s cultural and religious assets, this interdisciplinary multi-authored book aims at articulating the need to interpret past and present ethnic hostilities in Africa, and generating moral resources of togetherness to foster a social pedagogy of responsible cohabitation for Africans. The chapters of this volume, categorized into two parts, are framed according to these two niches.

One is always struck by the brilliant work of George Sefa Dei but nothing so far has demonstrated his pedagogical leadership as much as the current project. With a sense of purpose so pure and so thoroughly intellectual, Dei shows why he must be credited with continuing the motivation and action for justice in education. He has produced in this powerful volume, Teaching Africa, the same type of close reasoning that has given him credibility in the anti-racist struggle in education. Sustaining the case for the democratization of education and the revising of the pedagogical method to include Indigenous knowledge are the twin pillars of his style. A key component of this new science of pedagogy is the crusade against any form of hegemonic education where one group of people assumes that they are the masters of everyone else. Whether this happens in South Africa, Canada, United States, India, Iraq, Brazil, or China, Dei’s insights suggest that this hegemony of education in pluralistic and multi-ethnic societies is a false construction. We live pre-eminently in a world of co-cultures, not cultures and sub-cultures, and once we understand this difference, we will have a better approach to education and equity in the human condition.

Although asserting one’s ethnic identity is not morally wrong, the manner in which one ethnic group construes or relates to the ethnic other(s) can obliterate the bond of togetherness and create the insecurity of life. Ethiopia, which is home to anthropologically diverse ethno-linguistic groups, exhibits a proclivity to ethnic-based hostilities and conflicts. As a result of such hostilities, Ethiopia had suffered recurrent small- and large-scale deaths, and in the last half decade only millions have been internally displaced and live in dire conditions. In dialogue with perspectives from a wide range of disciplines such as history, law, sociology, philosophy, theology, and political thought, this multi-authored book aims at generating Christian moral resources for peaceful multiethnic togetherness. This interdisciplinary engagement is meant to buttress the task of interpreting ethnic diversity and national unity within both contemporary and historical Ethiopia, and articulating a Christian moral response to the crisis of togetherness ensuing from the malpractices of affirming ethnic identity and enacting national unity.

The term ‘moral’ has had a chequered history in sub-Saharan Africa, mainly due to the legacy of colonialism and Apartheid (in South Africa). In contrast to moral education as a vehicle of cultural imperialism and social control, this volume shows moral education to be concerned with both private and public morality, with communal and national relationships between human beings, as well as between people and their environment. Drawing on distinctive perspectives from philosophy, economics, sociology and education, it offers the African ethic of Ubuntu/Botho as a plausible alternative to Western approaches to morality and shows how African ethics speaks to political and economic life, including ethnic conflict and HIV/AIDS, and may be an antidote to the current practice of timocracy that values money over people. The volume provides sociological tools for understanding the lived morality of those marginalised by poverty, and analyses the effects of culture, religion and modern secularisation on moral education. With contributions from fourteen African scholars, this book challenges dominant frameworks, and begins conversations for mutual benefit across the North-South divide. It has global implications, not just, but especially, where moral education is undertaken in pluralist contexts and in the presence of economic disparity. This book was published as a special issue of the Journal of Moral Education.

"This book presents useful insights on the regeneration of curricula and pedagogies with a particular focus on universities in South Africa and Africa in general. Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts further explores the state of teaching and learning in different contexts, together with the emerging challenges and responsibilities that African higher education in the twenty first century is faced with. The analysis is put in light of the assumptions borrowed from the West, for Western epistemologies and pedagogies are still dominant. Instead, the book presents a case on the need for rethinking pedagogies and epistemologies within African higher education that include African culture, values, ethics, and indigenous knowledge. The new obligations of inclusive education, decolonisation, transformation, and academic and professional experiences are of paramount importance for contemporary higher education. Valuable ideas about practices and policies in epistemological and pedagogical transformative mechanisms are discussed which can be used to inform a decolonised teaching and learning curriculum most suitable for an African higher education system. Above all, the book goes beyond mere narratives, as it explores decolonisation strategies suitable for transforming pedagogical and epistemological practices that include the education system as a whole"--

This book enters the discourse of the scholarship of teaching and learning in higher education in Africa. The book provides critical insights comprising topical themes from transformation, citizenship and gender, researching to ethical perspectives of teaching and learning.

This volume focuses on current demands, challenges and expectations facing African higher education institutions in general, and those in South Africa in particular. Subsequently, transformative curricula, pedagogies and epistemologies that define diverse practices of access and inclusion within the context of transformation and decolonisation are explored.

Various pedagogies, such as the use of digital learning in education, have been used and researched for decades, but many schools have little to show for these initiatives. This contrasts starkly with technology-supported initiatives in other fields such as business and healthcare. Traditional pedagogies and general digital technology applications have yet to impact education in a significant way that transforms learning. A primary reason for this minimal impact on learning is that digital technologies have attempted to make traditional instructional processes more efficient rather than using a more appropriate paradigm for learning. As such, it is important to look at digital technology as a partner and use transformative applications to become partners with students (not teachers) to empower their learning process both in and out of school. The Handbook of Research on Transformative and Innovative Pedagogies in Education is a comprehensive reference that identifies and justifies the paradigm of transformative learning and pedagogies in education. It provides exemplars of existing transformative applications that, if used as partners to empower student learning, have the potential to dramatically engage students in a type of learning that better fits 21st century learners. Covering topics such as gamification, project-based learning, and professional development, this major reference work is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, educational administration and faculty, researchers, and academicians seeking pedagogical models that inspire students to learn meaningfully.