Using critical theory and critical pedagogy, the author examines the processes by which the poor in Africa have been disenfranchized and marginalized through schools' ascriptive mechanisms. Using these and other factors, he explains why African economic development is very slow.
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Using critical theory and critical pedagogy, the author examines the processes by which the poor in Africa have been disenfranchized and marginalized through schools' ascriptive mechanisms. Using these and other factors, he explains why African economic development is very slow.
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