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This edited collection explores how democratic citizenship education manifests across the African continent. A recognition of rights and responsibilities coupled with an emphasis on deliberative engagement among citizens, while not uniquely African, provides ample evidence that the concept can most appropriately be realised in relation to its connectedness with experiences of people living on the continent. Focussing on a diverse collection of voices, the editors and authors examine countries that have an overwhelming allegiance to democratic citizenship education. In doing so, they acknowledge that this concept, enveloped by a certain Africanness, has the potential to manifest in practices across the African continent. By highlighting the success of democratic citizenship education, the diverse and varied contributions from across this vast continent address the malaise in its implementation in countries where autocratic rule prevails. This pioneering volume will be an invaluable resource for researchers and students working in the fields of education and sociology, particularly those with an interest in education policy, philosophy of education and global citizenship initiatives.

The public understanding of scientific, economic, political and ethical issues is becoming increasingly important as students are confronted with socio-economic issues impacting their everyday lives. Grappling with these issues requires critical, deliberative and autonomous students. According to Wankle (2011, 7), the use of digital technology in education may serve as a catalyst for cultivating excitement, interaction and sharing in students. In this article, the authors, using two distinct research methodologies, argue that using Facebook as a digital technological methodology in (higher) education could provide a means of mediating and communicating in today?s modern society, so that (higher) educationists can engage with students both deliberatively and critically so as to enhance students? understanding of current economic, political and cultural issues autonomously. The authors posit that the application of digital technology can be implemented successfully if students and (higher) educationists possess the capabilities to do so.

This book examines African philosophy of education and the enactment of ubuntu justice through a massive open online course on Teaching for Change. The authors argue that such pedagogic encounters have the potential to stimulate just and democratic human relations: encounters that are critical, deliberate, reflective and compassionate could enable just and democratic human relations to flourish, thus inducing decolonisation and decoloniality. Exploring arguments for imaginative and tolerant pedagogic encounters that could help cultivate an African university where educators and students can engender morally and politically responsible pedagogical actions, the authors offer pathways for thinking more imaginatively about higher education in a globalised African context. This work will be of value for researchers and students of philosophy of education, higher education and democratic citizenship education.

This book is an attempt to do something else in the realm of educational technology in the field of teacher education. Nowadays too much is being made of educational technology, often valorising it as a saviour of educational institutions, in particular in relation to teacher education programmes. The reasoning quite too often is: If educational technology ?is used? in the training of teachers for primary and secondary education, then teachers possessing such capacities and skills might just be the panacea education systems require to respond to the challenges of learning, teaching and management in the modern era. We however are less optimistic if educational technology is perceived as an instrumental impetus for change in educational contexts. Such a technical view of education would be equally unresponsive to the demands of good education, because educational change cannot just be envisaged at the level of practice ? that is, if we change the practices of teaching, such as altering the techniques we use to teach, then the theories (thoughts and concepts) that guide such practices have to be attended to as well. As Jacques Derrida (2004, p. 153) aptly reminds us, theory (theoria) informs practice (praxis) and, in turn, practice modifies theory. By implication, just looking at how educational technology manifests in certain practices would be remiss of giving credence to the significant role of theory in guiding practice. Consequently, this book looks at both the underlying theories of educational technology, and the ways in which practice is guided. Moreover, our work throughout this book is not devoid of producing ends. As for Derrida (2004, p. 148), ?end-orientation? is not necessarily bad in itself, as the ?end? in itself can prepare students to undertake new analyses and evaluations that can result in new possibilities. So, our understanding and situatedness within educational technology (means) ? as opposed to using or applying educational technology ? is aimed at cultivating practices (ends) that open up possibilities for new ways of democratic action. In other words, we do not pledge in advance that our embeddedness within educational technology has a utilitarian end in mind, but rather that our situatedness within educational technology (a practice itself) leaves open possibilities for new ways of understanding democratic education.

AbstractProduced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the 'pivot online' to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality - vital, resource and existential - exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.

By now, concerns about how equity and inequality are playing out in the 'pivot' to remote teaching and learning are common in the press and most mainstream political and policy discourses. But early on, questions about the risks to equity and the related responses to such risks within institutions of higher education were being raised. Of these, which concerns for the future post-pandemic persist? As teaching and learning professionals and academics from 15 diverse universities in South Africa, we deliberated through collective reflection what we were experiencing, observing, designing and trying to mitigate in Emergency Remote Teaching and Learning (ERTL). Collecting our reflections and raising critical concerns, we collated these in May 2020 during the first semester of the academic year in South Africa, as the country entered a sudden State of Disaster with severe lockdown restrictions. Nine themes emerged from our reflective narratives that provide insight, from the diverse and unequal positions we found ourselves in, into the current status of responses to Covid-19 with regard to teaching and learning through an equity lens.