Nature conservation in southern Africa has always been characterised by an interplay between Capital, specific understandings of Morality, and forms of Militarism, that are all dependent upon the... Show moreNature conservation in southern Africa has always been characterised by an interplay between Capital, specific understandings of Morality, and forms of Militarism, that are all dependent upon the shared subservience and marginalization of animals and certain groups of people in society. Although the subjectivity of people has been rendered visible in earlier publications on histories of conservation in southern Africa, the subjectivity of animals is hardly ever seriously considered or explicitly dealt with. In this edited volume the subjectivity and sentience of animals is explicitly included. The contributors argue that the shared human and animal marginalisation and agency in nature conservation in southern Africa (and beyond) could and should be further explored under the label of `sentient conservation'. Contributors are Malcolm Draper, Vupenyu Dzingirai, Jan-Bart Gewald, Michael Glover, Paul Hebinck, Tarito Kamuti, Lindiwe Mangwanya, Albert Manhamo, Dhoya Snijders, Marja Spierenburg, Sandra Swart, Harry Wels. Show less
Globally, the goal of education in the developing world has moved from "Education for All," which was one of the Millenium Goals of the United Nations, to focus on "Quality Education" as... Show moreGlobally, the goal of education in the developing world has moved from "Education for All," which was one of the Millenium Goals of the United Nations, to focus on "Quality Education" as Sustainable Development Goal 4, formulated by the same United Nations. As the number of children going to school all over the world increased and the expected results of the reduction of extreme poverty and hunger materialised, governments and NGOs alike soon realised that the term "education" covers a wide range of activities and ways of schooling, not all of which contribute equally and in all circumstances to the continuing development goals of any particular country or region. Sustainable development can be attained only when individuals and groups have and are able to use the tools and can adapt to local circumstances. Education should provide learners with those tools and only education that does provide them and prepares its learners for their futures can be called "quality education." Rethinking how "education" can be put to use strategically for long term gain therefore assumes the utmost importance, and the focus must then turn to the quality of education. Good and sustainable education is understood to be education that prepares its participants for both social and professional life by equipping them with appropriate knowledge and skills. Hence the title of this volume: Education for Life in Africa. Show less
