Abstract
The series of chapters in this book draws together similar themes relating to the intersection of education, inequality, and the struggle for democracy in postcolonial Sub-Saharan Africa. The detailed studies provide insights for policy-makers, educationalists, social and political scientists from a range of disciplines. The failure of equitable participation for all students and citizens in a number of contexts is attributed to, not only the legacy of colonial powers, but the unconscious assumptions which support the status quo in education; the impotence of policy implementation; and the lack of political will of the powerful. The book aims to advance scholarship in democratic citizenship education in Africa through the exploration of various themes relating to the marginalised majority and the causes of lack of any meaningful transformation towards prosperity and a sense of agency and identity. The consistency of arguments across secondary schooling to university students, tutors, teachers, educators and higher education institutions is interesting. A main recurring theoretical lens in the research is ubuntu, but there are also studies based on decolonial literature; Habermas; Freire; and socio-linguistics.