Preface: A Message from the Authors
Chapter 1 - The 'Global Learning Crisis': Analysis, Critique and Re-envisioning
Our Critique of the 'Learning Crisis' Narrative
Re-envisioning the 'Learning Crisis' through Accelerated Learning Programmes (ALPs)
Illuminating ALPs through Social Theory
Re-envisioning the 'Learning Crisis' through Diverse Evidence
The Organisation of Chapters
PART I: RETHINKING THE LEARNING CHALLENGE IN SUB-SAHARAN AFRICA
Chapter 2 - The Production of the 'Poor Child' as Deficit
Making the Connection: Poverty Alleviation and Educational Provision
Historicising Deficit Framings of the 'Poor Child'
The Contemporary Pproduction of a Decontextualised 'Poor Child'
Redemptive Interventions and the Loss/Absence of Children's Agency
The Implications for Rethinking the 'Learning Crisis'
Chapter 3 - Language, Learning and Children's Identities
The Language of Instruction in the 'Learning Crisis'
Silences in Global Education Policy
Language of Instruction Policies and Teacher's Pedagogical Choices
Children's Negative Experiences of Learning
Lessons for the 'Learning Crisis'
Chapter 4 - The Deficit Characterisation of the African Teacher
Oral Culture and Learner-centred Instruction in the African Context
Imperfect Measurements and Symbols of Teaching Quality
De-professionalisation through SLPs
The Limits of Accountability Regimes and Practices
Deficit Framings of Teachers and Restrictions on Teacher Education Reforms
Conclusion
Chapter 5 - Beyond Deficit Framings: A Multi-dimensional Approach
A Multi-dimensional Framing of Poverty and Children's Agency
Teachers as Multi-dimensional Agents
Reframing the 'Learning Crisis'
PART II: WHAT ACCELERATED LEARNING PROGRAMMES TEACH US
Chapter 6 - Recognising Children's Funds of Knowledge in Complementary Basic Education, Northern Ghana
Funds of Knowledge and Funds of Identity
CBE in Northern Ghana
Data Gathering: A Funds of Knowledge Approach
The Embedded Funds of Knowledge in CBE
Children's Funds of Identity
Lessons for the 'Learning Crisis'
Chapter 7 - Improving Learning Outcomes to Enable Transition: Speed Schools in Ethiopia
A Post-humanist Approach to Children's Learning
Speed Schools in Ethiopia
Using Post-humanism to Understand Children's Experiences of Learning in Speed Schools
Learning to Teach as a Speed School Teacher
Improving Learning Outcomes and Transition
Lessons for the 'Learning Crisis'
Chapter 8 - Engaging Parents, Extended Families and Communities: Second Chance Programmes in Conflict-affected Liberia
Rethinking Community Engagement: Vulnerability and Resistance
Conflict, Education and 'Liberal Peace Building' in Liberia
The Second Chance Programme and Accelerated Learning in Liberia
Data Gathering: Listening to the Experiences of PEGs
Vulnerability and Resistance in PEGs
Lessons for the 'Learning Crisis'
Chapter 9 - Accelerated Learning and the Power of African Values
Centring Ubuntu in Education and Development
Ubuntu, Learning and the Dignity of the African Child
The Implications for Pedagogical Practices
Conclusions: ALPs and Ubuntu
Chapter 10 - Beyond the 'Learning Crisis': The Implications for Policy to Improve Basic Education in Sub-Saharan Africa
Towards an Afrocentric Policy Response
A Renewed Postcolonial Agenda for EFA
