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