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Addressing inclusive education from a social justice, equality and human rights perspective, the book is advocating for new inclusive curriculum and assessment initiatives. New inclusive education initiatives will encourage inclusive education practitioners from Early Childhood Development to post-school to focus on the inclusion of the full range of diverse learning needs.

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This book thus explores the role of African epistemologies in addressing the myriad challenges posed by the inclusive education system in Africa and other contexts. In recent years, the shift from special education to inclusive education has had a significant impact on the provision of education and the education system as a whole in Africa. The impact has been felt in all institutions of learning from low to high, public and private, government, and across departments of education. Inclusive education, if shaped correctly by using African epistemologies, would empower learners to attain the relevant skills, knowledge, values, and attitudes for their own intellectual growth and personal development. Mbulaheni Obert Maguvhe is Professor of Inclusive Education at the University of South Africa. He has published a number of peer reviewed articles and books in his field and is an active member of several national and international Disability organisations. Mfundo Mandla Masuku is Senior Lecturer in the School of Development Studies at University of Mpumalanga, South Africa. He has published a number of papers on food security, Local Economic Development, governance and the scholarship of teaching and learning.

Philosophy --- Philosophy and psychology of culture --- Sociology of education --- Teaching --- Educational sciences --- Ethnology. Cultural anthropology --- History of civilization --- Afrikaans --- onderwijspolitiek --- Afrikaanse cultuur --- onderwijsfilosofie --- etnologie --- cultuur --- onderwijs --- scholen --- lesgeven --- North Africa --- Africa --- Inclusive education. --- Teaching. --- Education—Philosophy. --- Education and state. --- Schools. --- Ethnology—Africa. --- Culture. --- Inclusive Education. --- Pedagogy. --- Educational Philosophy. --- Educational Policy and Politics. --- School and Schooling. --- African Culture. --- Àfrica

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Access to and participation in education are critical issues in contemporary South Africa. Awareness of inclusiveness and equality is not recent, having possibly first been described in the dawn of the millennium by the United Nations Educational, Scientific and Cultural Organization (UNESCO). Drawing from the current framings in the SADC education systems the contributors argue that ICT has a key role to play in transformation, Africanisation and decolonisation of education. Contributors are: Skye Adams, Najma Agherdien, Andrew Crouch, Andries Du Plessis, Nazira Hoosen, Katijah Khoza-Shangase, Mhulaheni Maguvhe, Khetsiwe Masuku, Sharon Moonsamy, Munyane Mophosho, Nomfundo Moroe, Ramashego Shila Mphahlele, Ndileleni Mudzielwana, Shonisani Mulovhedzi, Anniah Mupawose, Mapula Ngoepe, Moshe Phoshoko, Dhanashree Pillay, Roshni Pillay, Ben Sebothoma and Susan Thuketana.

Assistive computer technology --- Inclusive education --- Students with disabilities --- Technological innovations --- Computer-assisted instruction

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This volume provides a critical analysis of looting from a multi-disciplinary approach that focuses on a combination of themes to show that looting is deeply rooted in property "ownership" and spiraling poverty and inequality that is structural in nature, stemming from colonial and apartheid policies.

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