TY - JOUR
AU - Masemann, Vandra
AB - International Review of Education (2018) 64:871–874 https://doi.org/10.1007/s11159-018-9754-6 BOOK RE VIE W Education, social progress, and marginalized children in sub‑Saharan Africa: Historical antecedents and contemporary challenges By Obed Mfum‑ Mensah. Lexington Books, Lanham, MD, 2017, 215 pp. ISBN 978‑ 1‑ 4985‑ 4569‑ 3 (hbk), ISBN 978‑ 1‑ 4985‑ 4570‑ 9 (eBook) Vandra Lea Masemann Published online: 12 November 2018 © Springer Nature B.V. and UNESCO Institute for Lifelong Learning 2018 This book is a collection of seven chapters written by the main author and two chap- ters (3 and 5) he co-authored with his colleague Milka Perez Nyariro. They focus on various modes of marginality such as race, gender, disability and regionality. At first glance, the title does not seem closely related to the themes of adult education and lifelong learning, but with a little mental grappling, the reader can discern that marginality in childhood will set the stage for a life of adult disadvantage. In addi- tion, the authors outline the relationship of colonialism and structural marginalism which has also deprived generations of adults in Africa of full opportunities for par- ticipation in the educational systems of their countries. A closer look at each chapter demonstrates the complexity of these relationships. The preface gives 
TI - Education, social progress, and marginalized children in sub-Saharan Africa: Historical antecedents and contemporary challenges
JF - International Review of Education
DO - 10.1007/s11159-018-9754-6
DA - 2018-11-12
UR - https://www.deepdyve.com/lp/springer-journals/education-social-progress-and-marginalized-children-in-sub-saharan-cmVP0spGxu
SP - 871
EP - 874
VL - 64
IS - 6
DP - DeepDyve
ER -