This volume engages with issues of moral responsibility and multiethnic co-existence in the context of contemporary Africa. Post-colonial African states are by and large ethnically diverse. Constructively managing ethnic diversity, however, has always been a challenge to these states, which often fail to be democratic and all-inclusive. As a result, ethnic enmity and conflicts that obliterate bonds of togetherness between ethnic communities have been rampant throughout the continent. In dialogue with Africa’s cultural and religious assets, this interdisciplinary multi-authored book aims at articulating the need to interpret past and present ethnic hostilities in Africa, and generating moral resources of togetherness to foster a social pedagogy of responsible cohabitation for Africans. The chapters of this volume, categorized into two parts, are framed according to these two niches.

This volume engages with issues of moral responsibility and multiethnic co-existence in the context of contemporary Africa. Post-colonial African states are by and large ethnically diverse. Constructively managing ethnic diversity, however, has always been a challenge to these states, which often fail to be democratic and all-inclusive. As a result, ethnic enmity and conflicts that obliterate bonds of togetherness between ethnic communities have been rampant throughout the continent. In dialogue with Africa’s cultural and religious assets, this interdisciplinary multi-authored book aims at articulating the need to interpret past and present ethnic hostilities in Africa, and generating moral resources of togetherness to foster a social pedagogy of responsible cohabitation for Africans. The chapters of this volume, categorized into two parts, are framed according to these two niches.

Although asserting one’s ethnic identity is not morally wrong, the manner in which one ethnic group construes or relates to the ethnic other(s) can obliterate the bond of togetherness and create the insecurity of life. Ethiopia, which is home to anthropologically diverse ethno-linguistic groups, exhibits a proclivity to ethnic-based hostilities and conflicts. As a result of such hostilities, Ethiopia had suffered recurrent small- and large-scale deaths, and in the last half decade only millions have been internally displaced and live in dire conditions. In dialogue with perspectives from a wide range of disciplines such as history, law, sociology, philosophy, theology, and political thought, this multi-authored book aims at generating Christian moral resources for peaceful multiethnic togetherness. This interdisciplinary engagement is meant to buttress the task of interpreting ethnic diversity and national unity within both contemporary and historical Ethiopia, and articulating a Christian moral response to the crisis of togetherness ensuing from the malpractices of affirming ethnic identity and enacting national unity.

One is always struck by the brilliant work of George Sefa Dei but nothing so far has demonstrated his pedagogical leadership as much as the current project. With a sense of purpose so pure and so thoroughly intellectual, Dei shows why he must be credited with continuing the motivation and action for justice in education. He has produced in this powerful volume, Teaching Africa, the same type of close reasoning that has given him credibility in the anti-racist struggle in education. Sustaining the case for the democratization of education and the revising of the pedagogical method to include Indigenous knowledge are the twin pillars of his style. A key component of this new science of pedagogy is the crusade against any form of hegemonic education where one group of people assumes that they are the masters of everyone else. Whether this happens in South Africa, Canada, United States, India, Iraq, Brazil, or China, Dei’s insights suggest that this hegemony of education in pluralistic and multi-ethnic societies is a false construction. We live pre-eminently in a world of co-cultures, not cultures and sub-cultures, and once we understand this difference, we will have a better approach to education and equity in the human condition.

This volume focuses on current demands, challenges and expectations facing African higher education institutions in general, and those in South Africa in particular. Subsequently, transformative curricula, pedagogies and epistemologies that define diverse practices of access and inclusion within the context of transformation and decolonisation are explored.

This book enters the discourse of the scholarship of teaching and learning in higher education in Africa. The book provides critical insights comprising topical themes from transformation, citizenship and gender, researching to ethical perspectives of teaching and learning.