Explores the links between development, education, and literacy; and also looks at national language policies in Africa. 3 figs, 4 tables, bib, 162pp, SOUTH AFRICA. CENT. ADVANCED STUDIES AFRN SOCIETY, 1919799494

A critical review of education in an international context based on the author's extensive research and experience of education in several areas afflicted by conflict. The author explores the relationship between schooling and social conflict and looks at conflict internal to schools. Also discusses the nature and purpose of peace education and war education and addresses the role of gender masculinity. Countries discussed include South Africa, Sri Lanka, and Kosovo. Index, bib, notes, 249pp, UK. ROUTLEDGE, 0415304245

Papers and proceedings of a seminar organised to develop common understandings and shared vision in HMC (heritage, multiculturalism and citizenship) education. Participants were experts from Botswana, Canada, Lesotho, Mauritius, Mozambique, Namibia, South Africa and the UK. BNS, 96pp, UK. COMMONWEALTH SECRETARIAT, 0850927552

Study of the processes, practices, and agencies involved in socialisation and education, particularly the ways in which schools, through their teachers, curricula and organisation, influence the young. Index, gloss, 203pp, KENYA. NAIROBI UNIVERSITY PRESS.

Educational practices vary widely in Sub-Saharan Africa, due to political instability, economic pressures and availability of resources. This volume examines the history, educational philosophies and current practices of schools in the region, including a special Day in the Life feature that shows readers what an average student's school day is like for that country. All educational levels are covered, from primary through to secondary school, and both public and private systems are examined. The book covers: Angola, Cameroon, Democratic Republic of Congo, Ghana, Ivory Coast, Kenya, Nigeria, South Africa, Tanzania and Uganda. Index, bib, tables, 239pp, USA. GREENWOOD.

A survey of the development of educational theory and practice in the western world up to the twentieth century. A number of educational systems are selected for discussion: prehistoric, ancient Egyptian, Indian, Chinese, Hebrew, Hellenistic, medieval education and the rise of universities. It gives due consideration to African indigenous education; developments in education in Africa within the colonial context; and post independence educational activities in Africa. Highlights the historical context of educational events in Kenya. Also includes a chapter on Islamic Education in Africa. Index, 280pp, KENYA. NAIROBI UNIVERSITY PRESS.

Addresses major sociological issues in sub-Saharan African education with fourteen contributors arguing for a thoroughly African world-view within a sociology of education theoretical framework. BNS, 336pp, UK. PALGRAVE.

The chapters in this book were written for the launch of the 'Language of Instruction in Tanzania and South Africa project', a South-South-North development cooperation running from 2002 to 2006. It outlines the policies governing language of instruction for education in the two countries, and assesses the extent to which existing policies are being implemented. It presents the history of the development of language policies in the two countries and considers how they are actually working in practice at classroom level. The contributors further consider the economic viabilities of language policies, and the necessity to rationalise languages and dialects for education purposes. 231pp, TANZANIA. E&D LTD.

Written for teachers, a passionate plea for understanding the real nature of literacy in two studies of Ghana and Uganda. Index, bib, 201pp, NAMIBIA. GAMSBERG MACMILLAN. 9991605118

2003 Paperback

The first in a two-set volume of selected papers presented at the 3rd Pan-African Conference on Reading for All in Kampala, Uganda. This volume considers literacy within the formal education system in Africa, bringing international perspectives to the topic. It documents programmes that are working to improve practices and the teaching of reading in schools and literacy in more than one language, presenting case studies from Tanzania, Uganda, Zambia and Nigeria. It addresses the subject of developing culturally appropriate educational and literacy materials, particularly in African languages. The final section considers debates about cultural barriers to reading and the development of a reading culture, and the cultural differ-ences in reading and interpretation of literary texts. 350pp, UGANDA. FOUNTAIN PUBLISHERS. BNS

A study examining the issues of indigenous philosophies, which are embedded in different aspects of the socialisation process among the Akan of Ghana. The re-search explores the possibility of forging a new future that builds on the positive aspects of the past and present and on carefully chosen ideas, technologies and methods from abroad. BNS, 144pp, USA. ROUTLEDGE, 0415947332

The author revisits the themes of Pedagogy of the Oppressed and discusses the enduring problems of social justice and education in the developing world. Translated by Robert R. Barr and with notes by Ana Maria Araujo Freire. Notes, 215pp, UK. CONTINUUM, 0826477909

Never before published in English, the last book written by Paulo Freire before his death, speaks to the necessity of making and remaking one's self throughout a lifetime, the role of education in personal development, and the daily life tensions between freedom and authority. Foreword by Donaldo Macedo. Index, xlv, 129pp, USA. PLUTO PRESS.

The author argues in this landmark account, that the ignorance and lethargy of the poor are the direct result of the whole situation of economic, social and political domination. This work, has had a fundamental impact in the field of education and on the struggle for national development in Third World countries. 164pp, UK. PENGUIN BOOKS LTD(UK).

A dissenting voice in both conservative and liberal intellectual circles, bell hooks describes methods for `teaching community' and facing the challenges of real social change. Her central thesis is the teaching of resistance to indoctrination and the subtle racism and sexism of modern paradigms of education. Index, xvi, 200pp, UK. ROUTLEDGE, 0415968186

Historical overview of the philosophical and pedagogical concepts, as well as their institutional realisations, of a comparative intercultural basis between Uganda, Germany and Britain. Index, bib, 249pp, GERMANY. BAYREUTH A S.

Argues that education and reciprocal learning need to be viewed from a Pan-Africanist perspective. Index, notes, 202pp, USA. AFRICA WORLD PRESS.

Presents the findings of a team of researchers based in the UK, Uganda and Nigeria. It sets out to examine the processes by which policies for poverty reduction are made and implemented, and assesses to what extent policies provide for a positive change in the lives of poor people. The project advocates a policy process that is radically different from the traditional linear model, one that departs from structural adjustment exigencies of external conditionality to one in which actors, knowledge and policy spaces interact in policy making. Strategies are generated and owned locally and the poor are understood as active participants in their own development. 353pp, KENYA. FOUNTAIN PUBLISHERS.