Learning, philosophy, and African citizenship
Holma, Katariina; Kontinen, Tiina (2022-05-01)
Holma, K., & Kontinen, T. (Eds.). (2022). Learning, Philosophy, and African Citizenship. Springer International Publishing. https://doi.org/10.1007/978-3-030-94882-5
© The Editor(s) (if applicable) and The Author(s) 2022. This book is an open access publication. This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
https://creativecommons.org/licenses/by/4.0/
https://urn.fi/URN:NBN:fi-fe2022070551070
Tiivistelmä
About the book
This open access book discusses and addresses the compelling questions concerning the ideals of citizenship, the processes of learning to fulfill these ideals, and possibilities of education in fostering citizenship. Rather than advocating for one framework, the authors demonstrate the continuously contested nature of the concept of citizenship as theoretically discussed and practically experienced. The monograph combines, in an unconventional way, selected philosophical accounts and everyday experiences from certain locations in Tanzania and Uganda. It provides contributions from philosophical ideas drawing on scholars such as Chantal Mouffe, Rosi Braidotti, Theodor Adorno, and Étienne Balibar on the one hand, and the conceptions articulated by groups of inhabitants of rural and urban settings in Africa, on the other hand. Therefore, the book offers fresh readings under the lenses of citizenship and learning.
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