The Constitution of the Republic of South Africa guarantees all citizens the right to education. It further identifies persons with disabilities as one of the groups that were previously most disadvantaged across all spheres of life and therefore key to redress in the transformation of the country. People with disabilities are therefore prime beneficiaries of affirmative action measures including their inclusion in mainstream schools. Inclusive education policy is intended to facilitate the afore-mentioned process and ensures that issues of access to education by students with disabilities are approached from a human rights perspective. Ultimately, public schools need to be conducive to students with disabilities. One of the objectives of this work, apart from advocating for the inclusion of all students in the current education system, is, to ensure equal access to training, skills development, equal opportunities as well as career pathing of students with or without disabilities. Students with disabilities are often not able to perform to the best of their abilities, often find themselves learning in inaccessible environments, and are often subjected to increased stress levels due to the ad hoc provisioning of education characterised by physical, communicative, and unsuitable teaching and learning approaches including unfair assessment practices. Misconceptions and lack of knowledge with regards to the provisioning of inclusive education detract from the successful admission of students with disabilities, their retention, and their active participation in the teaching and learning encounters. In light of the above, this book explores the concept of inclusive education in an African context and examines inclusive education using Ubuntu as an African philosophy that is unique and embedded in the moral value systems of Africa.

Looting has become an increasingly popular concept in South Africa as an unsophisticated interpretation of ownership by "force" of property during periods of mayhem. However, looting is a complex concept whose origin spans a long history that cuts across time and space. In The Afrocentricity Trajectories of Looting in South Africa, edited by Mfundo Masuku, Dalifa Ngobese, Mbulaheni Obert Maguvhe, and Sifiso Ndlovu, contributors provide sophisticated analysis on the concept of "looting" and address nuances in the concept of looting, looking at links to spiraling inequality and poverty, racialization of property ownership, and skewed access and benefits of economic policies. As shown in this collection, looting has taken on a variety of political meanings: a challenge to the violence of racial capitalism, an alternative and accelerated path to justice, and a way to call attention to the reality of racial violence that is often ignored by the media, to name a few. This volume provides a critical analysis of looting from a multi-disciplinary approach that focuses on a combination of themes to show that looting is deeply rooted in property "ownership" and spiraling poverty and inequality that is structural in nature.

This book thus explores the role of African epistemologies in addressing the myriad challenges posed by the inclusive education system in Africa and other contexts. In recent years, the shift from special education to inclusive education has had a significant impact on the provision of education and the education system as a whole in Africa. The impact has been felt in all institutions of learning from low to high, public and private, government, and across departments of education. Inclusive education, if shaped correctly by using African epistemologies, would empower learners to attain the relevant skills, knowledge, values, and attitudes for their own intellectual growth and personal development.