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Community-Driven Alternatives to Education in the Neoliberal Context of Burkina Faso

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Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century

Abstract

In Sub-Saharan Africa (SSA), education is viewed as a sine qua non for African economic advancement and social well-being. The conundrum, yet, is: “What kind of education should be provided? What policies should govern its provision? What means are available for its finance?” (Court & Kinyanjui, 1986, p. 361). These questions among others swirling around education in SSA raise the nagging issue of the relevance, the quantity and even more to the point, the quality of education, given the pervasive neoliberal development in African countries.

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Authors and Affiliations

  1. Educational Studies, Ripon College, USA

    Touorizou Hervé Somé

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  1. Touorizou Hervé Somé
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Editors and Affiliations

  1. Wilfrid Laurier University, Brantford, Canada

    Edward Shizha

  2. University of Zimbabwe, Harare, Zimbabwe, South Africa

    Ngoni Makuvaza

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Somé, T.H. (2017). Community-Driven Alternatives to Education in the Neoliberal Context of Burkina Faso. In: Shizha, E., Makuvaza, N. (eds) Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-962-1_11

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  • DOI: https://doi.org/10.1007/978-94-6300-962-1_11

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-962-1

  • eBook Packages: EducationEducation (R0)

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