This book discusses the pivotal role of African indigenous knowledge systems (AIKS) in promoting, enhancing, and sustaining livelihoods in Africa. The authors argue that AIKS are of central importance in the development of sustainable livelihoods, particularly in rural communities. In their analysis, they draw on interdisciplinary research in the fields of agriculture, cultural and indigenous studies, development studies, education, geography, political science, and sociology. The objective is to make AIKS more applicable to mainstream educational and development agendas in Africa, a pressing issue in areas where Eurocentric scientific practices are cost prohibitive. The Dynamic of African Indigenous Knowledge Systems will be of interest to development professionals, policy makers, academics, students, and anyone interested in the field of AIKS and sustainable development in rural communities.

This volume delineates the critical link among security, education and development in Africa and provides a multidisciplinary framework of analyses and possible solutions. Africa has had a long history that embodies layers of mass-scale criminality and exploitation not merely from neocolonial and apartheid policies but also from political greed. This has impacted adversely on security, education and development in a way that deprivation of education and underdevelopment, in turn, re-creates security issues. The volume aims firstly to help augment scholarly inquiry into the nexus among in/security, education and development through the multidisciplinary framework of analyses; secondly to provide policymakers and educators with tools and a framework to comprehend the complexity and magnitude of the issues to which they ought to be sensitive and respond; and finally to provide caregivers and childcare agencies of the state a comprehensible framework of underlying, multifaceted sources of trauma experienced by children in extraordinary circumstances. It is organized in four sections: theoretical conceptualization on security and development; country cases on security and development; security and educational development; and country cases on security and education. Serving as a significant compass to understand and respond to the complex interplay and impact of security, education and development in Africa, it is of great use to graduates and scholars interested in Africa Politics, IPE, security studies and development studies.

African social development is often explained from outsider perspectives that are mainly European and Euro-American, leaving African indigenous discourses and ways of knowing and doing absent from discussions and debates on knowledge and development. This book is intended to present Africanist indigenous voices in current debates on economic, educational, political and social development in Africa. The authors and contributors to the volume present bold and timely ideas and scholarship for defining Africa through its challenges, possible policy formations, planning and implementation at the local, regional, and national levels. The book also reveals insightful examinations of the hype, the myths and the realities of many topics of concern with respect to dominant development discourses, and challenges the misconceptions and misrepresentations of indigenous perspectives on knowledge productions and overall social well-being or lack thereof. The volume brings together researchers who are concerned with comparative education, international development, and African development, research and practice in particular. Policy makers, institutional planners, education specialists, governmental and non-governmental managers and the wider public should all benefit from the contents and analyses of this book.

African social development is often explained from outsider perspectives that are mainly European and Euro-American, leaving African indigenous discourses and ways of knowing and doing absent from discussions and debates on knowledge and development. This book is intended to present Africanist indigenous voices in current debates on economic, educational, political and social development in Africa. The authors and contributors to the volume present bold and timely ideas and scholarship for defining Africa through its challenges, possible policy formations, planning and implementation at the local, regional, and national levels. The book also reveals insightful examinations of the hype, the myths and the realities of many topics of concern with respect to dominant development discourses, and challenges the misconceptions and misrepresentations of indigenous perspectives on knowledge productions and overall social well-being or lack thereof. The volume brings together researchers who are concerned with comparative education, international development, and African development, research and practice in particular. Policy makers, institutional planners, education specialists, governmental and non-governmental managers and the wider public should all benefit from the contents and analyses of this book.

This volume delineates the critical link among security, education and development in Africa and provides a multidisciplinary framework of analyses and possible solutions. Africa has had a long history that embodies layers of mass-scale criminality and exploitation not merely from neocolonial and apartheid policies but also from political greed. This has impacted adversely on security, education and development in a way that deprivation of education and underdevelopment, in turn, re-creates security issues. The volume aims firstly to help augment scholarly inquiry into the nexus among in/security, education and development through the multidisciplinary framework of analyses; secondly to provide policymakers and educators with tools and a framework to comprehend the complexity and magnitude of the issues to which they ought to be sensitive and respond; and finally to provide caregivers and childcare agencies of the state a comprehensible framework of underlying, multifaceted sources of trauma experienced by children in extraordinary circumstances. It is organized in four sections: theoretical conceptualization on security and development; country cases on security and development; security and educational development; and country cases on security and education. Serving as a significant compass to understand and respond to the complex interplay and impact of security, education and development in Africa, it is of great use to graduates and scholars interested in Africa Politics, IPE, security studies and development studies.

Cross-border migration has resulted in many social, cultural, economic, and political challenges that need attention. Globalization, migration, and transnationalism have a strong impact on the lives of diasporic immigrants and refugees. Transnationalism and diaspora, which result from globalization and migration, create transnational social spaces, fields, and formations that affect the everyday practices and engagements of migrants and refugees. Living Beyond the Borders highlights the Canadian immigration policies and the challenges faced by migrants, particularly visible minorities. The book further presents multiple perspectives and arguments on how immigrants and refugees react to their "new home" in the north and how they maintain memories of their country of origin. The contributors to this volume analyze the impact of transnational lives on the identity construction of migrants and how they acquire and negotiate their multiple identities. The book further interrogates these identities by questioning the experiences of immigrants and refugees living precarious lives in their country of permanent or temporary settlement. This book contributes knowledge and literature that is intended for academic scholars, researchers, and undergraduate and graduate students in the fields of immigration studies, global studies, sociology, political science, development studies, and interdisciplinary studies. Its multidisciplinary approach has significant value to readers, as it integrates perspectives on the multidimensionality and complexity of transnational migration, settlement, and integration in the contemporary globalized world.

This volume focuses on processes, motivations, policies, and practices that influence international migration and the experiences of migrating and settling in a new country. With chapter contributions by international and interdisciplinary scholars, academics and researchers from Africa, Australia, Europe, Latin America, and North America, the book examines and interrogates some immigration policies, while capturing migration and transnational experiences from migratory hotspots in different parts of the world. To explore the multiple ways in which immigrants and refugees experience migration, the book is grounded in Kimberlé Crenshaw's intersectionality and Uri Bronfenbrenner's ecological systems model. Using these two frameworks, the book examines how transnationality arising from migration affects immigrants' perceived pre- and post-migration expectations and lived experiences in varied spheres including family dynamics, access to services and programs, employment, coping with immigrant and refugee labels, and other related legal and policy-influenced spheres. The book provides a timely and holistic picture of migration and settlement as well as insights on racialization, discrimination, social inequalities, and attendant global remedial processes. As the world experiences more disruption and displacement, Immigrant Lives provides crucial insights of use to undergraduate and graduate students, migration scholars and researchers, policymakers, service providers, politicians, and lawmakers.

Teachers are "gate-keepers" in schools. They process what is assumed "valid knowledge" and how it is taught. The process marginalizes indigenous knowledge and legitimizes western science. This book explores and discusses teachers' definitions of science and indigenous knowledge, their attitude towards incorporating the latter in science, and pedagogical techniques they use to bridge the cultural gap between science and indigenous knowledge. While teachers are expected to facilitate new knowledge and perspectives in teaching, they are sometimes conservative and resistant to new ideas. Science and indigenous knowledge are cultural and contextual constructs. Teachers should apply this contextual knowledge in their classes and allow students to move hermeneutically between western and indigenous sciences. The book challenges the cultural domination, universalization and rationalization of western science which negates other voices. The constructivist analysis that promotes multiple sciences should be of significant help to teachers, teacher educators, curriculum developers, policy makers, and others interested in promoting intercultural or cross-cultural sciences.