Description
Book SynopsisTransitioning Education in Africa: External Education Providers, Emergencies, and Authoritarian Structures explores how transitions from education in emergency to post-conflict education systems are planned and managed at the national level. Currently, education for refugees is largely accomplished in emergency or crisis situations by external education providers (EEPs) in authoritarian contexts. Using historical analysis of education policies, appreciative inquiry surveys, and semi-structured interviews, Gia Cromer argues that despite historic and current international community stated goals of increasing government capability to provide education, neither EEPs nor refugee-hosting countries have made these changes, especially at the national level. This book provides insights on both historical norms toward Africa and authoritarian organizational philosophies and structures which could be contributing to this failure to successfully transition procedures to provide education. It al
Trade Review
Scholars and practitioners in search of a theoretically and empirically rich analysis of the contemporary challenges to education in Africa will find this work very useful and refreshing. The work brings a critical perspective that captures the colonial history of education, the efforts to decolonize education, and the challenges posed by issues of governance and patronage. It gives special attention to Education in Emergencies, which is pertinent to many African countries that have experienced civil wars. In sum, the work is an excellent resource for policy and a significant contribution to theorizing education in Africa.
-- Abu Bakarr Bah, Northern Illinois University
Table of ContentsChapter 1: The Emergency Environment and Its Scope
Chapter 2: Foundations of the Situation
Chapter 3: Finding the Data
Chapter 4: Survey and Interview Results
Chapter 5: Conclusions with Policy and Research Recommendations
Appendix: Collected Data Graphics and Interview Questions
Bibliography
About the Author
