Decoloniality and African Education

Ghanaian-born George Sefa Dei is a renowned educator, researcher and writer who is considered by many as one of Canada's foremost scholars on race, anti-racism studies, Black and minority education, African Indigeneity and anti-colonial thought. Professor Dei has forty-seven (47) books, over eighty (80) refereed journal articles, as well as 78 chapters in books to his credit. Finally, in June of 2007, Professor Dei was installed as a traditional chief in Ghana, specifically, as the Gyaasehene of the town of Asokore, Koforidua in the New Juaben Traditional Area of Ghana. His stool name is Nana Adusei Sefa Tweneboah.Wambui Karanja is a PhD ABD Candidate in the Depart of Social Justice Education at the Ontario Institute for Studies in Education, University of Toronto (OISE/UT). Her research interests lie in the fields of de/anti-colonial theorizing, Indigenous philosophies, research methodologies, gender, law and development theories.Ephraim Avea Nsoh is a Ghanaian politician and was the Upper East Regional Minister of Ghana. Prior to heading the Upper East Region, Ephraim Avea Nsoh was Upper West Regional Minister. He was appointed as principal of the College of Languages Education, University of Education. The appointment was a four-year contract which took effect from October 1, 2016.Daniel Yelkpieri is a Senior Fellow at the Centre for Educational Policy Studies at the Institute for Educational Research and Innovative Studies (IERIS) in the University of Education, Winneba. He holds a Doctorate in Social Sciences (DSocSci) from the University of Leicester in the UK. He also has an M.Phil in Educational Administration, B.Ed (Psychology) and a Diploma in History from the University of Cape Coast and a Post-graduate Diploma in Teaching and Learning in Higher Education (PGDTLHE) from the University of Education, Winneba. He was the Head of the Department of the Centre for School and Community Science and Technology Studies (SACOST). He was also the acting Director for IERIS for a period of ten months. Currently, he is the Deputy Director of the IERIS.

• Acknowledgements 1. Introduction — George J. Sefa Dei, Wambui Karanja, Ephraim Avea Nsoh, and Daniel Yelkpieri 2. Localizing Educational Administration and Management in Ghana—The Way Forward — Peter Kwegyir-Aggrey 3. Shaping African Educational Futurities through African Girl-Child and Women Education: The Case Study of Eddah Gachukia's Work at The Forum for African Women Educationalists — Peter Otiato Ojiambo 4. Towards Decolonizing Language Education in Ghana: The Ecological Turn — David Dankwa-Apawu and Victoria Ofori 5. Towards a Decolonial Future: Ghanaian Teachers' Collective Visions for STEM Education — Kenneth Gyamerah 6. Anti-Black Gender-Based Violence (aBGBV) as a Decolonial Framework and Black Feminist Intervention — Temitope Adefarakan 7. Training Teachers Differently: Decolonizing Ghana's Teacher Education Program — Isaac Nortey Darko and Chloe Weir 8. To Decolonize or Not to Decolonize? Locking in Lessons From the COVID-19 Pandemic for Enhanced Education Systems in Africa — Felix Kwabena Donkor 9. A Brief Conclusion: Towards a New Beginning — George J. Sefa Dei, Wambui Karanja, Ephraim Avea Nsoh, and Daniel Yelkpieri Editors and Contributors Index

"Decoloniality and African Education is a timely work that contextually recasts contemporary debates on African education and decolonization. While there have been few somewhat scattered foci on the area, this volume illuminates new epistemically and instructionally elevated possibilities that connectively highlight the critical location, inter alia, of futuristic and localized African education reformulations. It thus, selectively achieves redemptive pedagogical and cultural reconstructions that are African in origin and objectives. It will surely benefit students, specialized scholars and policy makers in Africa and beyond." - Professor Ali Abdi, University of British Columbia"Unapologetically African centred scholarly work. I have said elsewhere that the time has come for those who want to carry the badge 'an African/Black Scholar' must demonstrate through words and actions how their scholarships show indebtedness to the Land, African Ancestors, Elders and the community. This is exactly the book has done. The book addresses critical questions about African education in the 21st century. Though the authors approach these questions with empathetic lens, they do not shy away debilitating problems facing African education. The book leaves readers with hope that the continent and its people can resuscitate itself from any terminal collapse. The book cautions that addressing African educational problems cannot be business as usual. Things should be done differently. As a proud son of the Continent, I am most grateful to the authors for giving readers something different and unique about African education. This is a must-have and a must-read book. Personally, I can't wait to have my copy." - Professor Paul Banahene Adjei, Memorial University of Newfoundland