Abstract
This paper examines the implications of ‘social difference’ for schooling in African contexts. It highlights theoretical and philosophical engagements with ‘difference’ that could help explore and search for viable educational options in Africa. The paper engages voices of university students interviewed in a longitudinal ethnographic research study on schooling done in Ghana. Issues and questions about knowledge production, identity development and representation in pluralistic schooling contexts are raised. Insights about local knowledges, individual agency and resistance as they relate to possibilities for rethinking schooling and education in Africa are also explored. The students' narratives reveal how dialogues about school and educators' practices about difference and diversity are [not] addressed with respect to the students' schooling. Lessons on the possibilities of inclusive schooling environments are offered.
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