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Education is an important tool for the development of human potential. Organizations and individuals interested in development consider knowledge, skills and attitudes, obtained through formal, non-formal and incidental learning, as invaluable assets. Therefore, it is necessary to reflect on fundamental elements that shape the process through which education is attained: How do people learn, and what are the conditions that facilitate effective learning? Answers to these questions demonstrate that no education can be politically neutral, because there is no value-free education. The traditional or Indigenous education systems in Nigeria, which covered (and still cover) physical training, development of character, respect for elders and peers, development of intellectual skills, specific vocational trainings, developing a sense of belonging and participation in community affairs, and understanding, appreciating and promoting the cultural heritage of the community were, and are, not value-free. In other words, the goals and purpose of education, the content, the entire process and the procedures chosen for evaluation in education are all value-laden. This book attempts to show that the teaching-learning process in higher education, and religion, taught and learned through non-formal and informal education (or the hidden curriculum), and other socialization processes within and outside the formal school system, all interface to determine the persons that women become.

This rich collection brings together many of the leading authorities on African political philosophy to present a variety of perspectives on this rapidly growing field. They seek to show that African philosophy can serve African people as a moral activity guided by the principles of practical reason in addressing problems of the basic structures of social, political, and economic institutions.

The question of how to move beyond contentious pasts exercises societies across the globe. Focusing on Northern Ireland, this book examines how historical injustices continue to haunt contemporary lives, and how institutional and juridical approaches to 'dealing' with the past often give way to a silencing consensus or re-marginalising victims.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures -- Preface to the Paperback Edition -- Acknowledgements -- Introduction: Placing the Self within the Frame -- Vulnerability, and intimate participation -- Discourse, life story and identification -- Mobility, becoming and thematic framework -- Conclusion -- 1 New Storytelling: Transitions from the Past -- Introduction -- Outside the literary, and towards the vernacular frame -- Transitions in new storytelling: rejecting the myth

This is a book about social differentiation and distinction in one of the ethnically and politically most complex regions of the world, dealing with crucial issues in currently renewed debates on cultural pluralism, nationalism, irredentism and ethnic dispersal. The themes are given a regional and historical focus by treating peoples within the Tai-speaking regions of mainland South East Asia, namely the two basically Tai states, Thailand and Laos, and Tai areas in Burma, China, Vietnam and Malaysia. The book examines representations of non-Tai peoples by various Tai, and representations of Ta