Search

This study explores potential barriers to curriculum accessibility for lower-secondary school students with visual impairment in Senegal. A qualitative case study approach was used with purposeful sampling to collect data at a special school for students with visual impairment, and the three junior high schools that offer placement to the students with visual impairment after primary graduation from the special school. The study comprised 22 participants including six students with visual impairment, six regular teachers, three paraeducators, three special education teachers, and the four administrators of the schools. Data were collected using semi-structured interviews, focus group discussions, and classroom observations. The study concluded that students with visual impairment in lower secondary schools face several obstacles to having proper access to the general education curriculum. The results highlight a lack of training and skills for teachers having students with visual impairment in junior high schools, a shortage of curriculum materials and adaptations, inconvenience of classroom environment, and a restricted collaboration between actors.

In our article, we investigate the complex dynamics of linguistic understandings and mis- or non-understanding within multilingual contexts. Through the lens of sociolinguistic exploration, we navigate the multifaceted landscapes of language use, applying a multi-perspective approach and the triangulation method to explore the depths of linguistic non-understanding (LNU). Drawing on ethnographic data collection and multi-perspective analysis, we highlight the challenges and opportunities inherent in incorporating LNUs into research practice. Embracing a non-positivist stance, we acknowledge the role of being a 'non-knower' in our pursuit of understanding. Our methodology section briefly demonstrates the application of the triangulation method for researching multilingualism, while our empirical findings unveil various instances of LNU across everyday language use. We emphasise the importance of researchers' reflexivity and the recognition of repertoire users as experts in their linguistic practices. Ultimately, our study offers insights into the analytical advantages of adopting an in-depth and multi-perspective approach to research in multilingual environments.

Background/purpose: School-based management (SBM) has gained international attention for the promotion of student learning and educational development. Senegal is one of the initiatives of French speaking African countries that adopted the move towards promoting SBM at the school level, but lacks substantial evidence of its effectiveness in enhancing educational quality. In addition, there has yet to be a clear consensus on the heterogeneity of SBM on learning achievement. This study aimed to examine the influences of SBM characteristics on learning achievement and investigate the relationship between them and students' gender status in Senegal primary education. Materials/methods: The study adapted the framework on what matters most in marginalized autonomy and school accountability for better education results. It linked autonomy and accountability, requiring parents and the community to participate in and trust the school. The study applied a multilevel regression model using the cross-sectional dataset of Program d'Analyse des Systemes Educatifsde la Confemen (PASEC) 2019 learning achievements survey. Results: The study revealed that parental and community participation has a positive and statistically significant association with reading scores regardless of student gender. On the other hand, a positive correlation was found regarding information sharing with parents, and a negative correlation concerning school autonomy, but with no significant relationship to reading scores. Conclusion: Participation from parents and the community can improve student learning and mitigate learning gaps in gender status. The findings of this study are expected to provide insight into narrowing the gap in student learning, especially for neighboring countries facing similar issues to Senegal.

The aim of this article is to present the issue of "social reproduction" and the persistence of identity among young fishermen in Senegal. The authors conducted field surveys among young fishermen at various locations on the Senegalese coast. Field surveys were conducted with 700 young fishermen aged between 15 and 24 years. This provided important qualitative and quantitative information on the intergenerational transmission of the fishing trade, on motivations for practising fishing, on changes linked to the trade, and on possible professional alternatives. The results showed that Senegalese artisanal fishermen have a mostly negative perception of their trade, due to the dangerous nature of the activity, an ongoing crisis in the sector, and the very precarious social conditions of Senegalese coastal communities. Most remained in the fishing business for two reasons: lack of professional alternatives, and a high level of social reproduction. The persistence of the fisherman's identity in Senegal limits the education of young people from fishing families and restricts their access to other jobs outside fishing. Over 50% of the young fishermen surveyed had never attended school and over 70% had not completed elementary education. Most had their own boat by the age of 28. The social vulnerability of Senegal's fishing communities compromises the ability of the Government of Sene-gal to achieve Sustainable Development Goal 4 (SDG 4), which is to ensure quality education for all. The article concludes with recommendations for reducing the social vulnerability of young fishermen and developing professional alternatives.

The 2017 general comment (GC21) to the United Nations Convention on the Rights of the Child (UNCRC) on children in street situations, provides a framework of legal guidance for governments developing policies aimed at protecting street-connected children and sets up the rationale for more awareness raising and public education to counter negative and deficit attitudes towards street-connectedness. Within this framework, the media has a role to play in either challenging conceptualisations of street-connected children as out-of-place within the public and predominantly adult domain described by urban streets, or in reinforcing ideological constructions of citizenship and normalised notions of childhood that result in negative stereotypes of these children. GC21 recommends that interventions targeted at street-connected children should be ethically responsible -- adopting child rights approaches aimed at using accurate data/evidence that upholds the dignity of children, their personal integrity, and their right to life. As such, these approaches should also extend to how organisations engage with and utilise the media to represent street-connected children. Focusing on media representations of street-connected children during the six pandemic-affected months of February to July 2020, this paper provides a review of the content of the sources to provide an insight into the structural barriers that face street-connected children because of how they are positioned in society, during the pandemic and in general, and the extent to which the media reinforces or counters the rescue or removal narratives that can lead to inappropriate intervention responses.

We utilized Global Adult Tobacco Survey data to examine singlestick purchases and related demographic characteristics in 10 African countries (Botswana, Cameroon, Ethiopia, Kenya, Nigeria, Mauritania, Senegal, South Africa, Uganda and Tanzania). Results show the weighted percentages and prevalence ratios with predicted marginal means to evaluate significant differences between groups (P < 0.05). The prevalence of singlestick purchases among the 10 African countries ranged from 48.4% in South Africa to 92.0% in Tanzania. Across countries, the incidence of singlestick purchases was higher in urban areas than rural areas in Kenya; among those aged 15-24 years versus those aged 45 years and older in Botswana, Ethiopia, Mauritania, Nigeria and South Africa; and among those aged 25-44 years versus those aged 45 years and older in Botswana, South Africa and Tanzania. The incidence in Botswana was higher among adults with no formal or primary education than among those with secondary or higher education. In South Africa, the incidence was higher among adults in the middle or lower wealth index than among those in the high or highest wealth index. The findings suggest opportunities for strengthening efforts to prevent singlestick purchases through effective legislation and enforcement in line with Article 16 of the World Health Organization Framework Convention on Tobacco Control.

This article works toward conceptualizing frictions between colonial education and non-Western traditions of African education in the modern African state. Signaling manifestations of educational friction or disequilibrium, we apply the concept of haunting to uncover ways the legacy of colonial education is reproduced through Western modernity as a form of disembodied educational practice, conflicting with the ghostly presence of collective African educational traditions. More specifically, we offer a conceptual inquiry into the phenomena of "Jinne Maimouna," what has been called a mysterious "mass hysteria" within Senegalese schools. In doing so, we work toward a rethinking of education in relation with the transatlantic Black Radical Tradition and links to haunted forms of Atlantic migrations by Senegalese youth. The article gestures toward the power within the deeply rooted knowledge systems and practices emanating from Africa that return in the present and future. We suggest that practices of deciphering and rethinking the embodiment of traditions of African education might offer methods that break from colonizing episteme toward longer temporal educational liberation.

Purpose: The purpose of this paper is to examine the effect of humble leadership on project success. In addition, we examine the mediating effect of organisational learning on the relationship between humble leadership and the success of international development projects. Design/methodology/approach: This study adopted a quantitative research methodology based on questionnaire data collected from 80 international development project managers from different sectors in Senegal (West Africa). The variance-based structural equation method, following the partial least squares approach, was used to test the research hypotheses. Findings: The results showed that humble leadership is positively related to project success. Furthermore, organizational learning mediates the relationship between humble leadership and project success. Research limitations/implications: This research has several limitations. The authors did not examine the role of organizational culture as a moderating variable. However, the authors believe that the cultural variable can have an impact on project success and team building, and future studies should consider this aspect as well. In the African context, each country has its own culture, which may affect the behaviour of the project manager. Also, the authors admit that the sample size is relatively small, which greatly reduces the generalizability of the results. Practical implications: These findings have important implications. First, because a project leader's humility enhances project success, it is critical for development projects to select leaders who demonstrate modest conduct in the workplace. The perfect selection of a humble leader depends heavily on judgements about the characteristics of a humble leader from new project manager candidates. Originality/value: Drawing on conservation of resources theory, this study found that humble leadership is important for project success, thus extending the utility of the concept of humble leadership to the project literature.

Bilingual education that incorporates a local language alongside the official language has become an increasingly common approach in sub-Saharan Africa for improving literacy rates and learning outcomes. Evidence suggests that bilingual instruction is largely associated with positive learning and literacy outcomes globally. However, the adoption of bilingual education does not guarantee positive learning outcomes. This paper reviews bilingual programs in sub-Saharan Africa, with a particular focus on programs in six Francophone West African countries (Niger, Senegal, Mali, Burkina Faso, Côte d'Ivoire, Cameroon). We identified factors critical to high-quality and effective bilingual programs. Implementation factors, such as teacher training and classroom resources, and socio-cultural factors, such as perceptions of local languages in education, constrain and contribute to the quality of bilingual education. These insights may help inform policy-makers and other stakeholders seeking to improve bilingual education programs in Francophone West Africa and other contexts.

This critical review aims to question whether or not the enthusiasm around early childhood care and education (ECCE) programmes is producing premature models, ill-adapted to West African socio-cultural contexts. Reviewing research that investigates the impact of ECCE on cognitive development and school readiness, we first focus on the universal valuing of formal ECCE, supported by both scientific research and international education agendas. Second, we present a classification that provides a framework to grasp the multiplicity of ECCE programmes and models across West African countries and their relevance to local contexts. Based on the literature reviewed, we conceptualise a multilevel model of ECCE within a holistic and ecologic approach. In the third part, we present research that underlines the challenges for educators and their central role in the design of culturally relevant ECCE. The fourth part will draw from research findings and stress the need to rethink appropriate methods and research tools to assess the quality and outcomes of ECCE programmes in West Africa. We conclude by proposing to move away from ECCE perspectives in which marginalised communities are perceived as deficient towards locally relevant and socially just models.

Although higher education plays a vital role in the socio-economic development of Sub-Saharan Africa, enrollment in universities in the region is unexpectedly low compared to other regions. However, Sub-Saharan African countries have made strides in increasing access to higher education amidst constraints and challenges. The efforts have led to increases in enrollment and what many countries did not anticipate is the increase in unemployment from the greater output of students. In this study, we use panel data from eleven Sub-Saharan African countries for 2000-2018 to analyze the relationship between higher education and unemployment. A panel fixed effect model was estimated, and the results indicate that unemployment has a negative and significant effect on higher enrollment. Besides, higher education enrollment has a significant but negative effect on employment. Per capita income significantly affects enrollment into higher education and has the expected sign. The estimates further show that government expenditures on higher education play a significant role in the demand for places in higher education.

The COVID-19 outbreak stimulated an outbreak of online learning in many institutions in Sub-Saharan Africa. Educational institutions went beyond fighting the COVID-19 through social distancing norms to tackling Sustainable Development Goal Four (SDG 4) with the adoption of online learning as the new modality for instruction. Online learning has the propensity to ensure learners from all geographical regions have access to education, thereby addressing the inequalities in education. However, the disparities in the access to digital infrastructure had a negative impact on the online instruction in Sub-Saharan Africa. The online learning experience is best described as a "challenge-ridden online learning" with many teachers suffering from burnout and students lamenting on limited ICT resources, inadequate access to affordable and reliable internet, power outages, and anxiety over academic outcomes. Despite the challenges, the COVID-19 has presented a silver lining to online learning in Sub-Saharan Africa. Aside the attempt to massify online learning, many institutions have come up with novel technological innovations and inventions to bridge the digital divide in the region. The review gives an overview of the challenges, prospects, and practical implications of online learning in Sub-Saharan Africa. Abstract-The COVID-19 outbreak stimulated an outbreak of online learning in many institutions in Sub-Saharan Africa. Educational institutions went beyond fighting the COVID-19 through social distancing norms to tackling Sustainable Development Goal Four (SDG 4) with the adoption of online learning as the new modality for instruction. Online learning has the propensity to ensure learners from all geographical regions have access to education, thereby addressing the inequalities in education. However, the disparities in the access to digital infrastructure had a negative impact on the online instruction in Sub-Saharan Africa. The online learning learning" with many teachers suffering from burnout and students lamenting on limited ICT resources, inadequate access to affordable and reliable internet, power outages, and anxiety over academic outcomes. Despite the challenges, the COVID-19 has presented a silver lining to online learning in Sub-Saharan Africa. Aside the attempt to massify online learning, many institutions have come up with novel technological innovations and inventions to bridge the digital divide in the region. The review gives an overview of the challenges, prospects, and practical implications of online learning in Sub-Saharan Africa.

The education system in Senegal has become more democratic and has adopted international policies for inclusive education after decades of normative and selective practices. Advances are being made for recognising individual student needs in school facilities, pedagogy and teaching practices. This article draws on the first-hand knowledge of the context in Senegal by a current inspector and prior teacher in inclusive practices in Senegal, as well as a purposive review of relevant studies and reports. Current needs for development are identified and discussed, including the structuring of physical settings adapted to special needs learning, interaction with families, as well as communication about disabilities in local communities to reduce social stigma. Building on a review of the current context and needs, the article underscores that it is necessary to move away from superficial symptom identification. Instead, what is needed are changes in teaching and learning practices, as well as in socio-cultural and physical learning environments, to accommodate special needs students. Finally, necessary rethinking of the professional development of teaching staff in Senegal is called for. The inspiration for this development is closely tied to pedagogical responsibility, ethically based care, and the desire teachers have for succeeding in didactic action.

Data from sub-Saharan Africa show that many students leave school without the skills they need. To address this issue, it is important to understand what factors influence learning. According to the Heyneman and Loxley effect established in 1983, in low income countries school quality influences how much students learn more than those students' backgrounds. Recent research suggests that this influential conclusion no longer holds, without discounting the possibility that this trend could still be observed in very-low income countries. The present work investigates this possibility by using the PASEC dataset, which includes ten countries in West- and Central Africa. Improving on Heyneman and Loxley's methodology by using general dominance analysis, this article finds no support for the 'Heyneman-Loxley Effect'. Both school resource and student background account for around half of the explained variance in learning. This suggests that both family- and school-related factors are important sources of inequality of opportunity in low-income contexts.

This study sought to explore the motivations and challenges to the engagement of female West African university students, whilst participating in competitive and non-competitive extra-curricular sport and physical activity (ECSPA). The study was situated at a university in the North West of England that has a culturally diverse student population. The ECSPA program that operates at the university seeks to enable individuals to embark upon activities away from their academic schedule, wherein engagement in such activities is thought to nurture health, well-being and social development. Drawing on the intersections of ethnicity, culture and gender, the study aimed to identify the dominant constructs that influence West African students' motivations towards ECSPA. An online cross-sectional survey of 168 participants with an average age of 34 years complimented by two focus group interviews involving 15 participants, was the primary data source for this study. The women in the study evidenced their key motivations for engaging in ECSPA, such as enjoyment, affiliation and appearance. However, a range of structural barriers to participating in ECSPA was identified including cultural insensitivities, unrelatable marketing and the non-alignment of ECSPA scheduling to the academic timetable.

In recent (socio)linguistic research there is a growing awareness that rural, small-scale multilingualism as the most widespread communicative setting across the globe. Yet, literacy programmes accepting and incorporating this diversity are non-existent. LILIEMA is a unique educational programme currently based in Senegal that addresses the need for enabling learners to use their entire repertoire, nurturing, and validating local knowledges and sustainable multilingualism. This article focuses on the participatory methodologies at the heart of LILIEMA (Language-independent literacies for inclusive education in multilingual areas), born from a collaboration between professional linguists and local teachers, transcribers, research assistants and community members. We explore how the cultural knowledge of local participants and ethnographic and qualitative sociolinguistic data jointly contributes to our thick understanding of the social environment for literacy and how it can make African languages and multilingualism more visible. Furthermore, used methods allow to describe fluid and potentially ambivalent multilingual speech events based on different perspectives motivating choices both in terms of languages ideologies and linguistic practice. LILIEMA pursues the objectives to support and enhance the use of (multilingual) literacy, strengthens languages and linguistic awareness and fosters self-confidence in all sectors of life by creating innovative spaces for small and locally confined languages.

In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities.

Two of the current United Nations Sustainable Development Goals (SDGs) aim for quality education and gender equality, which are inextricably linked. Education efforts in low- and middle-income countries (LMICs) have rarely addressed issues of gender equality as children start school, except to expand access for girls. The authors explore how gender equality can be addressed within schools and communities in LMICs at the start of primary school. The authors offer promising strategies to make early grade education efforts more gender transformative and thus more effective.

Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.

Studies on migration and education have examined homeland returns as part of family strategies around acquiring desired cultural capital. However, the impact of return migration and transnational mobility on homeland educational landscapes remains under-researched. Using ethnographic data from Ghana, Senegal, the UK and the US, this paper shows how 'international' schools on the African continent have emerged as places where young transnational Africans can acquire cosmopolitan and Afropolitan competencies and outlooks.

This paper is a critical qualitative study of African American male community college students' education abroad experience in Senegal, West Africa. Currently, there is a lack of research that focuses directly on Black men who are studying abroad. Using African American male theory as the framework, four major themes emerged: men to boys, challenging the notion of counternarratives, identity, and not-so-distant cousins. These themes point collectively to a transformative experience for the participants. Notably, the educational experience transformed the participants' cultural, social, and racial identities, as the trip fostered a combination of vulnerability and safety that created the conditions for Black men to grow and transform.

Background/Context: Amid rising immigration from the African continent to the United States, researchers have begun to explore the transnational identities and networks of African immigrants. There is a small body of literature about whether educational supports for immigrant youth are differentiated to address the particularities of African immigrant youth. Purpose/Objective/Research Question/Focus of Study: Transnational theories presume that subjects use social networks to connect home and diaspora. They are encountering both perceived and lived social spaces to navigate belonging in and across space. This study asks, "How do youth from the African continent mediate transnational belonging in NYC?" Studying the experiences of youth has implications for the curricular and extracurricular spaces of schools wherein newcomer youth navigate how to belong in the diaspora. Population/Participants/Subjects: Research participants are 19 newcomer African youth from Centrafrique, Cote d'Ivoire, Ethiopia, Guinea, Mauritania, Niger, and Senegal. Most of the youth are multilingual and speak French and English as third or fourth languages. Research Design: This qualitative study draws from participatory action research and visual methods. The study was conducted with Sankofa Club, a weekly afterschool student-led club. In the club, students responded to stereotypes by producing websites about the continent and carrying out research within the club to compare their homes and share their migration stories. Findings/Results: The article presents "Africa" as a Mediated Transnational Space, produced by hegemonic structures, that youth mediate as they connect homes. The study finds that youth wrestled with their identification as African. It reexamines transnationalism and positions Africa as a social field through which youth are produced (come to be) as African subjects, redress their belonging to that field by contributing their own symbols and experiences, and use it as they navigate an Africain-NYC that does not adhere to continental boundaries. Conclusions/Recommendations: Educators can support the belonging to home, Africa, and the United States by representing Africa as a generative space in curriculum and social practices.

Concepts can provide researchers and communities with common ground for communicating and building understandings about the world. However, researchers who engage with communities often encounter unexpected interpretations of concepts in the field. This article introduces Community Concept Drawing (CCD), a participatory visual method aimed at facilitating a deep understanding of how local communities make sense of complex concepts often central to social research. We present the methodological foundations, protocol, and utility of CCD while drawing examples from our case studies in Senegal, Nepal, Morocco, and Kenya to examine the concept of "empowerment." While CCD was created to open opportunities for studying empowerment within the field of international development, this article concludes by offering applications for using CCD to examine other concepts in various fields of study.

The main objective of the present review is to evaluate the knowledge and attitudes of physical education (PE) teachers concerning dental trauma first-aid through a systematic appraisal of the literature, meta-analysis and meta-regressions. The entire content of PubMed and ISI/Web of Science was mined. Eligibility criteria for selecting studies were studies evaluating dental trauma first-aid knowledge and/or attitudes and/or the effectiveness of mouthguards use by PE teachers. Articles written in any language and published or accepted by peer-reviewed journals were considered. Methodological quality was assessed using an adapted version of the Downs and Black instrument. Of 15 selected articles, three were of strong quality, three were moderate, and the remaining nine were rated as weak. The majority of studies showed that PE teachers had an inadequate knowledge of the initial management of dental trauma. Specifically, there was a lack of knowledge concerning an appropriate washing and transporting medium and the extra-alveolar period of an avulsed tooth. Due to the inadequate knowledge of PE teachers regarding dental trauma management, specific education should be added to PE classes to improve the emergency treatment of dental injuries.

Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students' need, too big classroom size and school environment, and also students' low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.

This paper examines three interrelated factors outside of formal provision of technical and vocational education and training (TVET) in sub-Saharan Africa that have undermined TVET systems. The first is the process, pace, and levels of industrialisation, which has had a direct effect on TVET provision: low numbers of well-paying jobs requiring technical expertise. This has an indirect effect, which is the second crucial factor: lack of economic development and change in labour markets. There are very few jobs that would be considered 'middle class' or 'mid-level' in wealthy countries. Most people are in survivalist work. An international consensus since the 2000s on palliative approaches to development which address the effects but not the causes of the lack of economic development in Africa has resulted in mass poor quality provision of education--the third factor. Education systems are rapidly expanding and achievement levels rising, in the context of very little possibility of labour market rewards for most people, and substantial labour market rewards confined mainly to graduates. This reinforces deeply embedded cultural preferences for general education, which originate in the type of education systems established by colonial powers, as well as the relationships between educational credentials and elite jobs.

This paper describes an innovative bilingual education program developed and implemented in 208 primary classes in Senegal from 2009 to 2018 by a Senegalese NGO working with the national Ministry of Education to address issues of quality in primary education. "L'approche simultanée" or simultaneous approach, also known as "bilinguisme en temps réel" or real-time bilingualism, developed organically through a consultative process between NGO development actors, university linguists and educators. Unlike the early-exit transitional bilingual programs previously piloted in Senegal that are common throughout West Africa, this program taught literacy, mathematics and the sciences in both a national language (Wolof or Pulaar) and French from the first year of primary school. Using data collected for an external evaluation conducted in 2018, along with follow-up research conducted in 2019 with designers and implementers of the simultaneous approach, this paper analyzes the effectiveness of the program and its implications for Senegal, where the Ministry of Education appears close to adopting a national language-in-education policy. There are also implications for the field of L1-based multilingual education, as ARED's simultaneous approach provides a refreshing new perspective on teaching and learning non-dominant and dominant languages.

Research on the effects of mass schooling on social cleavages in Africa ignores descent-based hierarchies despite their affecting 218 million people on the continent. In contrast, I show how pursuit of social mobility and honor to overcome descent-based discrimination underpinned Haalpulaar parents' and youths' engagement with secondary school in Senegal. This included youth developing a counter-culture oppositional to school values through appropriation of popular culture, a rarely documented outcome of EFA in the Global South.

The adoption of the Sustainable Development Goals (SDGs) in September 2015 marked a new milestone for early childhood education, care, and development. For the first time in the framework of global goals, preschool education was described as integral to children's school readiness. Yet with few exceptions, much of the research on the impact of preschool has stemmed from high-income countries. Even fewer studies have examined preschool participation and later learning across multiple countries. This article helps fill this gap by connecting preschool participation to early primary reading outcomes, as measured by the Early Grade Reading Assessment. Drawing on a unique data set using student-level learning assessments from 16 countries, we use preprimary participation to explain primary school reading skills, including letter knowledge and oral reading fluency. We also model the influence of key demographic variables on these outcomes, including home language and classroom language of instruction (LOI). For a subset of six countries with exceptionally rich data, we examine national-level policy and practice to better understand what might explain the persistence or fadeout of the effect of preschool. Policy makers and practitioners alike will find these results useful in making cases for improving preschool experiences for children in low- and middle-income countries in the next decade of SDG-related efforts.

This article outlines a faculty-led, interdisciplinary study abroad program to Dakar, Senegal, in 2014 and 2016 sponsored by South Dakota State University (SDSU) and hosted by the West African Research Center (WARC). This article highlights in particular the contributions of Geography, Global Studies, and Francophone Studies to program design and execution. Broadly, the program goals were to interrogate processes of globalization on places that are often at the margins of the global political economy. Globalization is a key topic of inquiry for Geography, Global Studies, and Francophone Studies and is approached in complementary ways by the different fields. Senegal was selected as the site for the study as it is an economic, cultural, and political hub of West Africa. West Africa is often described as a peripheral region, and the aim was to challenge this hierarchy by focusing on how globalization is mediated and negotiated in a particular place.

Black Muslim youth confront antiblackness and Islamophobia in US schools and society, yet few studies examine how this population navigates these intersecting oppressions. In addition, there has been a dearth of scholarly literature that explores the educational spaces in which Black Muslim youth are nurtured and affirmed. This article addresses these understudied areas by examining a community of African American Muslim youth who, amidst the overlapping deprivations of antiblackness and Islamophobia, opt to leave the USA and continue their education abroad. Based on a 14-month ethnographic study at an Islamic school in Medina Baye, Senegal that was established for African American Muslim youth, and additional fieldwork throughout the USA, this article utilizes data from classroom observations, participant observations, and interviews. I argue that the school, the African American Islamic Institute Qur'an School, and the communities related to it in Senegal and the USA operate from an axiomatic stance of Black Muslim brilliance. I further argue that such an affirmation of students' inherent capacities expands these African American Muslim youth's imaginative possibilities and provides them with new ways of envisioning what it means to learn at the intersection of being young, Black, and Muslim. This research: (1) demonstrates the affordances of transnational educational migration as a route to educational justice for Black students; (2) contributes a diasporic and intersectional perspective to understanding Black Muslim youth's educational experiences; and (3) illustrates the value of providing opportunities for Black youth from the USA to study abroad on the African continent.