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This book uses Securitisation Theory to explore how Muslims have
been constructed as a security issue in Africa after the 9/11
attacks in the United States. These attacks became the rationale
for the US's Global War on Terror (GWOT). The centrality of Africa
as an arena to execute the GWOT is the focus of this book. This
book explores, particularly, how western-centred security
discourses around Muslims has permeated South African security
discourse in the post-apartheid period. It claims that the popular
press and the local think-tank community were critical
knowledge-sites that imported rather than interrogated debates
which have underpinned policy-initiatives such as the GWOT. Such
theorisation seems contrary to the original architects of
securitisation theory who maintain that issues become security
concerns when institutional voices declare these as such. However,
this book confirms that non-institutional voices have securitised
the African Muslims by equating them with terrorism. This book
illustrates that such securitisation reproduces partisan knowledge
that promote Western interests.
This research investigates how Recognition of Prior Learning (RPL)
in higher education promotes social transformation. Through
analysing a specific RPL programme, some conclusions on this matter
were drawn. This research, a qualitative study, analyses official
documents, institutional reports, learning portfolios - produced by
RPL candidates wherein they narrated their autobiographical
learning histories. This research highlights the fact that RPL at
the University of the Western Cape took place within a particular
historical and social context. Firstly, the location of RPL within
the discourse of lifelong learning contributed to its
transformative potential since; inherent in lifelong learning is
the promise of social inclusion which incorporates the need to
broaden access to learning opportunities. Secondly, UWC experienced
a rapid decline in its student numbers between 1996 and 1998 which
threatened the survival of the institution. Finally the South
African national education legislative and regulatory environment
supported and encouraged the implementation of RPL at institutions
of higher learning to contribute to social redress and social
equity
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