Product Description: Much of the literature on the African philosophy of education juxtaposes two philosophical strands as mutually exclusive entities; traditional ethnophilosophy on the one hand, and ‘scientific’ African philosophy on the other. While traditional ethnophilosophy is associated with the cultural artefacts, narratives, folklore and music of Africa’s people, ‘scientific’ African philosophy is primarily concerned with the explanations, interpretations and justifications of African thought and practice along the lines of critical and transformative reasoning...read more

Product Description: The International Handbook on Learning, Teaching and Leading in Faith Based Schools is international in scope. It is addressed to policy makers, academics, education professionals and members of the wider community. The book is divided into three sections...read more

Product Description: The focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Callan, Martha Nussbaum, Iris Marion Young and Amy Gutmann, and then examines its implications for pedagogical encounters, more specifically teaching and learning...read more

Product Description: Conceptions of Islamic Education: Pedagogical Framings argues that madāris (Muslim schools) cannot exclusively be held responsible for the cultivation of extremism. Islamic education can most appropriately be framed according to three interrelated concepts: tarbiyyah (rearing or nurturing), ta‘līm (learning/ instruction), and ta’dīb (good action)...read more

The achievement of democratic forms of government ranging from liberal to communitarian strands has been a major priority for developing countries in their post-colonial histories. South Africa’s quest to establish a multi-party democratic system of government has been influenced by liberal and communitarian perspectives of democracy. Yet, the attainment of democracy in South Africa has not been without contradictions, particularly related to majority rule, equality of opportunity, and rights. This book reconstructs a conception of deliberative democracy which can create possibilities for a developing country to deal more adequately with majoritarianism, equalising opportunities, and rights. It makes an argument for a rational, reflexive discourse-oriented procedure of deliberative democracy which cultivates a form of citizenship that recognises the need for citizens to care, reason and engage justly in political conversation with others.