Böcker av Tebeje Molla

In the last four decades, Australia has resettled thousands of African refugees. As a visibly different minoritised group, Black African youth are often represented as disengaged, dangerous, and undesirable. Even so, rarely are generative mechanisms that negatively affect the life-courses of the youth critically examined. Drawing on a wide range of theoretical resources, policy reviews, longitudinal statistical data, and in-depth interviews, this book reports on the educational attainment and integration outcomes of African heritage Australian youth from refugee backgrounds. The book also identifies intersectional factors of educational disadvantage, analyses equity provisions, and outlines policy ideas for improved educational attainment and integration of refugee youth. It is unique in its scope and focus and contributes to knowledge in African Australian studies. The book will appeal to researchers, postgraduate students, and policymakers interested in understanding the dynamics of refugee resettlement and integration.

In a departure from conventional studies that consider policy a response to social problems, the book takes a critical perspective to show the constitutive role of policy, and explains how the representation of the problem of social inequality undermines equity policy outcomes in Ethiopian higher education.

In the global North (developed countries), the need to meet the challenges of the rapidly changing technology and competitive market economy has made lifelong learning a contemporary favorite policy concept with immense implications to, at least at a rhetoric level, both initial education and adult education areas. On the other hand, in the global South (developing countries), with the urgencies of illiteracy eradication and poverty reduction, governments and their development partners seem to have entangled with the motto of basic education for all. As such, they are far from embracing ideals of lifelong learning as educational organizing principle. This has been explained by, among other things, very narrowly conceived adult education policies and practices and absence of a meaningful link between the formal and non-formal educational settings. Bearing this concern in mind, the present study has aimed at understanding the state of adult education policy in Ethiopia, and thereby investigating the potential of lifelong learning perspective to revitalize the sub-system.