This book unites several intellectual movements into a combined approach to transform the way higher education is conceptualized and conducted across Africa. While higher education literature increasingly focuses on equity and inclusion, much of this work is limited to student engagement, faculty experience, and inclusion of historically excluded students into the current framework. Decolonial literature, on the other hand, tends to clarify how educational institutions colonize, and suggests ways in which some aspects (e.g. research) can be indigenized. Much of this work exists outside the geographic and cultural boundaries of Africa, however, often largely situated within western-based universities. Meanwhile, a third literature base exists in African-centric decoloniality, though this has less commonly been applied to higher education (and is more commonly applied to literature, languages, and research methods). As calls to decolonize increase across the African continent, what makes this book unique is the focus on applying African indigeneity to higher education decoloniality to move beyond inclusion into, and instead, argue for systemic transformation of the structures and the entire purpose and function of African higher education. Similarly, chapter authors and editors are practitioner-scholars, most of whom serve (or have served) in higher education administrative leadership roles, providing practical approaches to decoloniality specific to African institutions. Additional uniqueness: -Most authors are practitioner-scholars who currently hold administrative leadership roles across African universities -The collection of authors represents six African countries, including Zambia, Uganda, South Africa, Namibia, Djibouti, Ghana, as well as a range of types of universities (including the foundations for a new African-centric university in Uganda). -Expands notions of Black African Indigeneity, specifically as applied to local, regional, continental, and global lenses -Includes qualitative studies, interviews, conceptual arguments, theory-based, and personal experiences.

This book explores Black educational leadership and the development of anti-racist, purpose-driven leadership identities. Recognizing that schools within the United States maintain racial disparities, the authors highlight Black leaders who transform school systems. With a focus on 13 leaders, this volume demonstrates how US schools exclude African American students and the impacts such exclusions have on Black school leaders. It clarifies parallel racism along the pathway to becoming teachers and school leaders, framing an educational pipeline designed to silence and mold educators into perpetrators of educational disparities. This book is designed for district administrators as well as faculty and students in Race and Ethnicity in Education, Urban Education, and Educational Leadership.

This book explores Black educational leadership and the development of anti-racist, purpose-driven leadership identities. Recognizing that schools within the United States maintain racial disparities, the authors highlight Black leaders who transform school systems. With a focus on 13 leaders, this volume demonstrates how US schools exclude African American students and the impacts such exclusions have on Black school leaders. It clarifies parallel racism along the pathway to becoming teachers and school leaders, framing an educational pipeline designed to silence and mold educators into perpetrators of educational disparities. This book is designed for district administrators as well as faculty and students in Race and Ethnicity in Education, Urban Education, and Educational Leadership.

This book unites several intellectual movements into a combined approach to transform the way higher education is conceptualized and conducted across Africa. While higher education literature increasingly focuses on equity and inclusion, much of this work is limited to student engagement, faculty experience, and inclusion of historically excluded students into the current framework. Decolonial literature, on the other hand, tends to clarify how educational institutions colonize, and suggests ways in which some aspects (e.g. research) can be indigenized. Much of this work exists outside the geographic and cultural boundaries of Africa, however, often largely situated within western-based universities. Meanwhile, a third literature base exists in African-centric decoloniality, though this has less commonly been applied to higher education (and is more commonly applied to literature, languages, and research methods). As calls to decolonize increase across the African continent, what makes this book unique is the focus on applying African indigeneity to higher education decoloniality to move beyond inclusion into, and instead, argue for systemic transformation of the structures and the entire purpose and function of African higher education. Similarly, chapter authors and editors are practitioner-scholars, most of whom serve (or have served) in higher education administrative leadership roles, providing practical approaches to decoloniality specific to African institutions. Additional uniqueness: -Most authors are practitioner-scholars who currently hold administrative leadership roles across African universities -The collection of authors represents six African countries, including Zambia, Uganda, South Africa, Namibia, Djibouti, Ghana, as well as a range of types of universities (including the foundations for a new African-centric university in Uganda). -Expands notions of Black African Indigeneity, specifically as applied to local, regional, continental, and global lenses -Includes qualitative studies, interviews, conceptual arguments, theory-based, and personal experiences.

In 1994, the world joined South Africa in celebration of the results of its first democratic election. The results, emblazoned on the world's memory with President Nelson Mandela waving to a multiracial crowd, signified the end of apartheid and an emerging new era of hope. However, Mandela's recent death has given birth to a more critical view of his "Rainbow Nation." No matter how examined, education in South Africa remains steadfastly unequal, with many White children retaining the educational privileges inherent to apartheid. White children in South Africa overwhelmingly attend wealthy, fully resourced schools, while the vast majority of Black and Coloured children attend woefully underresourced schools. Based upon three sets of studies in schools in and around Cape Town, Whiteness Is the New South Africa highlights drastic racial disparities, suggesting that educational apartheid continues unabated, potentially fostering future generations of impoverished Black and Coloured communities. This book suggests that South Africa remains committed to stifling the intellectual, emotional, and economic development of Black and Coloured youth, while simultaneously investing in White children.