Mfum-Mensah’s text provides a succinct and critical analysis of the impact of colonialism, missionaries, and post-independence education policies on the continued marginalization of children in Sub-Saharan Africa.

Karen L. Biraimah, University of Central Florida, Orlando

This is a timely contribution to the understanding of the education needs of children and populations in marginalized conditions, capturing policy and practice in context. Anyone seeking to support the realization of the United Nations Sustainable Development Goal 4 (SDG 4) would benefit from reading this book.

Edith Mukudi Omwami, University of California, Los Angeles

The case of Sub-Saharan African postcolonial education programs serving as socially, culturally, politically, and economically enfranchising platforms, has now been debated for some time. Consistently though, both the descriptive and analytical returns from these discussions have not been encouraging; more often than otherwise, the presence of colonial conceptualizations, theorizations, and attendant practices of this education seem to have stunted the expected outcomes of social well-being and economic advancement. It is indeed, these pressing and problematic realities of African education that make Obed Mfum-Mensah’s new book so timely and topically cogent with much needed analyses that locate this education as connected to the ongoing marginalization of people. With its well-connected theoretical perspectives and policy analysis, the book will greatly benefit specialized researchers and students and can serve as an important resource for educational managers and policy makers in Africa and elsewhere.

Ali A. Abdi, The University of British Columbia