This project aims to expand the existing evidence base around how pedagogical practices affect the development of critical thinking at African higher education institutions in Kenya, Ghana and Botswana.
The role of the urban informal economy in poverty-reduction and peace-building in five post-conflict cities with different experiences: institutional struggles for state control, economic conflict over control of resources, social/political control and emergent governance.
In this research we aim to fill a gap that exists between idealistic policies that define equality as a main objective of education, and assessment of progress that remains focussed on isolated indicators of equity in access to structures.
The project aims to re-think conventional assumptions and offer new insights into the determinants of urban violence, including in particular identifying context-specific circumstances under which everyday urban conflict becomes violent.
This explores how the lived relationships between alcohol control, poverty and development in South Africa are manifested among Cape Town's poorest residents and contributes to debates in development studies, geography, urban studies and public health.