N‘Dri Thérèse Assié-Lumumba

Source: https://africana.cornell.edu/ndri-therese-assie-lumumba Parent: https://africana.cornell.edu/africana-studies-research-center-faculty-books

Professor

Overview

N’Dri Thérèse Assié-Lumumba is Professor of African and African Diaspora education, Comparative and International education, Social structures, African social history, and the study of Gender, in the Africana Studies and Research Center at Cornell University. She is a member of other Cornell graduate fields: Education, Global Development (International Development; International Agriculture and Rural Development) and the Cornell Institute of Public Affairs (CIPA). She is the immediate past Director of the Institute for African Development (IAD). Assié-Lumumba joined Cornell in 1991, both as a Fulbright Senior Research Fellow and Ford Foundation/Africana Studies Fellow. She also served as Director of the Cornell Program on Gender and Global Change (GGC) and Director of Graduate Studies (DGS) of Africana Studies.

She is Distinguished Visiting Professor at the University of Johannesburg (South Africa). She was President of the World Council of Comparative Education Societies (WCCES) from 2016 to 2024, the immediate past Chair of the Scientific Advisory Committee (SAC) of UNESCO’s Inter-governmental programme for the Management of Social Transformations (MOST). She is Founding President of Global Africa Comparative and International Education Society, and Former President of Comparative and International Education Society (CIES). She is also a Distinguished Visiting Professor in the Ali Mazrui Center for Higher Education Studies in the Faculty of Education at the University of Johannesburg (South Africa, 2016-present), and Visiting Professor at the Abidjan Business School-École de Commerce (ABSEC) at Université Félix Houphouët-Boigny in Abidjan (Côte d’Ivoire).

Assié-Lumumba is a recipient of numerous awards: Fellow of the World Academy of Art and Science (Lifetime); Joyce Cain Award for Distinguished Research on African descendants given by the Comparative and International Education Society in recognition to “an outstanding article that demonstrates academic rigor, originality, and excellence, and contributes to a better understanding of the experiences of African descendants”; Ali A. Mazrui Outstanding Publication/Book & Educational Activities Award and Distinguished Africanist Award, both offered by the New York State African(a) Studies Association (NYASA); Frank Scruggs Faculty Fellow at Cornell University; “Foreign Expert in Education and Development” Professorial Fellowship by the Japanese Ministry of Education; Fulbright Senior Research Fellow; Ford Foundation/Cornell Africana Studies Fellow; Resident Fellow of the International Institute for Educational Planning (IIEP) of the United Nations Educational, Scientific, and Cultural Organization (UNESCO); Pi Lambda Theta Honors (National and International Honor and Professional Association in Education).

Her other past academic positions include: Extraordinary Professor in the Education Policy Studies Department at the Stellenbosch University in South Africa, a Carnegie Diasporan Fellow at the University of Ghana (Department of Sociology), Distinguished Visiting Professor at the American University in Cairo (Egypt), Visiting Professor at Hiroshima University (Japan) in the Center for the Study of International Cooperation in Education (CICE), Research Affiliate at the Institute for Higher Education Law and Governance of the University of Houston (Houston, Texas, USA), Chercheur Associé at Centre de Recherches Architecturales et Urbaines (CRAU) at Université Félix Houphouët-Boigny in Abidjan (Côte d’Ivoire), past Faculty member and Administrative Director in the Lomé CIRSSED Doctoral Program (Togo) for researchers and administrators in education for African francophone countries. She has been a policy analyst in the planning unit of the Ministry of National Education of Mali in Bamako (Mali), visiting assistant professor at Bard College and Vassar College (New York, USA).

She is a member of major professional associations of her fields in the world and has been active in many African think tanks and organizations including CODESRIA (Council for the Development of Social Science Research in Africa) and Association of African Women for Research and Development (AAWORD) both in Dakar (Senegal), Association for the Development of Education in Africa (ADEA) and its Education Research in Africa Award (ERAA) in Abidjan (Côte d’Ivoire), and the Youth Bridge Foundation (YBF) in Accra (Ghana). She is co-founder and Executive Director of the Pan-African Studies and Research Center in International Relations and Education for Development (CEPARRED), Abidjan (Côte d’Ivoire).

Academic Training

Assié-Lumumba earned her PhD in Comparative Education (Economics and Sociology of Education with Pi Lambda Theta Honors) from the University of Chicago (USA), beginning of PhD in Education at Université Laval in Québec (Canada), two Master’s and two BA (Licence) degrees in Sociology and History, respectively, from Université Lyon II (now Université Lumière) in Lyon (France), started her undergraduate multidisciplinary studies in History, Geography, and Applied Social sciences (common track for first-year students) at Université d’Abidjan (now Université Félix Houphouët-Boigny, in Côted’Ivoire).

Languages

English, French, Baoulé (Akan/Twi), Nouchi (Ivorian French): Fluent.

Spanish: Reading proficiency.

Portuguese: Basic reading skills.

Research Focus

Assié-Lumumba’s teaching and research interests include higher education; information and communication technologies; educational innovations; knowledge production; human resource development; education finance; equality of educational opportunity; gender and education; family and social institutions/structures; African history with a focus on the European expansion and the colonial and contemporary periods. Her ongoing research projects include: generations of African intellectuals; Gender and Disciplinary Clusters in African Universities; Education and African Renaissance; ICT, Global Agencies and Democratization of Education in Africa; Higher Education, Migration and African Women in North America; Differing Patterns of Gender Imbalance in Higher Education in Africa and the African Diaspora; and Ubuntu Epistemology and Humanist Education on a Global Scale.

She has worked in, and traveled to, more than 50 countries in North and South America, the Caribbean, Asia and Europe and throughout the African continent where she is familiar with social contexts and is involved with institution building and social transformation. She has served as a senior advisor for numerous national and international development agencies, organizations including various units of the United Nations system, foundations, and youth organizations in Africa, Asia, Europe and North America.

Publications

Books

Assié-Lumumba has published extensively in peer-reviewed journals and books on higher education, equity, gender, ICT for/and education and knowledge production and has been involved in policy analysis related to social transformation in many countries. Her authored, edited and co-edited books include: AKWABA AFRICA: African Renaissance in the 21st Century (African World Press (Africa World Press, Trenton, New Jersey, 2024); Leveraging Social and Human Sciences for Crisis Response: Lessons from COVID-19 (English)/Les sciences sociales face à la pandémie de COVID19: État des connaissances et propositions d’action (French), (UNESCO, Paris, 2024); Editor and contributor to Almara'ah wa Altaa'leem Ala'ly fi Afrikya: Ea'adat Seyaghat Alqudrat Albashariya Almurtakeza a'la Alnoa' wa Ale'rteqa' Behequq Ale'nsan fi Altanmiyah. Cairo: Dar Noon, Vol. 1 2022 and Vol. 2 2023, Arabic translation (after Spanish and French) of Women and Higher Education in Africa: Reconceptualizing Gender-Based Human Capabilities and Upgrading Human Rights to Knowledge, Abidjan: CEPARRED, 2007; uBuntu and Comparative Education and International Education for Peace (Brill, Leiden and Boston 2022); Pan African Connections: Personal, Intellectual, Social (Africa World Press, Trenton, New Jersey, 2022). Education and the Development of Human Capital: Outcomes for Equity and Governance in Africa, (Palgrave Macmillan, 2020); Re-visioning Education in Africa: Ubuntu-Inspired Education for Humanity (Palgrave 2018), Millennium Development Goals (MDGs) in Retrospect – Africa’s Development Beyond 2015 (London Springer 2015), Femmes et Enseignement Supérieure en Afrique: Réconceptualisation des capacités humaines fondées sur le genre et renforcement des droits humains à la connaissance, (Paris, Harmattan, 2013); MUJERES EN ÁFRICA: Educación y Poder, El Acceso a los Estudios Superiores (Madrid, IEPALA Editorial, 2010): A Spanish edition of Women and Higher Education in Africa: Re-conceptualizing Gender-Based Human Capabilities and Upgrading Human Rights to Knowledge (Abidjan, CEPARRED, 2007); Translation of the same book in French has been published by l’Harmattan in Paris, and in Arabic by Noon PTM Ltd in Cairo. Translation and publication in Chinese is in progress. Higher Education in Africa: Crises, Reforms, and Transformation (Dakar, CODESRIA, 2006). Cyberspace, Distance Learning, and Higher Education in Developing Countries: Old and Emergent Issues of Access, Pedagogy, and Knowledge Production (Netherlands and Boston, Brill, 2004). African Voices in African Education (Cape Town, Juta, 2000). Les Africaines dans la Politique: Femmes Baoulé de Côte d’Ivoire (Paris, L’Harmattan, 1996).

Assié-Lumumba is dynamically engaged in several ongoing projects in research, publications and policy towards social transformation.

Forthcoming Books (2025):

Technology and Democratization of Education in Africa: Côte d’Ivoire, from School Television amidst the Economic Miracle of the 1970s to the Post-Covid Imperatives, Cambridge Scholars, Newcastle upon Tyne, England (2025).
Diversity of Voices in Making History in Comparative and International Education: Critical and Forward-Looking Perspectives from World Regions, Brill, Leiden and Boston (2025).
Histories and Outlooks of WCCES Constituent Societies and Presidential Experiences, Brill, Leiden and Boston (2025).

Book manuscripts and research projects in progress:

Gender and Disciplinary Clusters in African Higher Education: Old and Emerging Patterns (Research).
Gender and Indigenous Knowledge Systems in Africa.
Higher Education Innovations in Africa from 2010 to the present (Emphasis transition since COVID-19).
Africana Women and Power: From Centrality to Marginality and a Global Forward Look (advanced monograph).
West African Women Traders and Digitalization.
Team/long-term research project with the Ali Mazrui Center for Higher Education at the University of Johannesburg, Generations of Voices of African Intellectuals and Universities: A Cross-National Comparison of Human Capability and Institutional Development since the 1960s.

Peer-reviewed articles and book chapters:

“Africana Studies: An Insurgent Discipline with a Global Outlook” in Royal Colle, Heike Michelsen, Elaine Engst and Corey Earle (eds.) Beyond Borders: Exploring the History of Cornell’s Global Dimensions, Cornell University Press, Ithaca and London, (2024), pp. 191-196.
“Samir Amin the African, Global Giant, and Epitome of uBuntu in Tireless Pursuit of the ‘Highest Level of Human Civilization’” in “Ubuntu, World Epistemologies, and Humanist Education” a special issue of Bandung: Journal of the Global South with N’Dri Assié-Lumumba, Samir Amin (posthumously) and Martial Dembélé as Guest Editors, Vol 10, 2023, pp. 16-32.
With Yusef Waghid “Comparative Education as an Act of uBuntu: Human Encounters Reconsidered” in L. I. Misiaszek, R. A. Arnove, & C. A. Torres, (eds.) Comparative Education: The Dialectic of the Global and the Local, Rowman & Littlefield Publishers, Inc., Lanham, MD 2022, 11-22.
“Theorizing and Understanding the Evolving Gender Disparity in Educational Opportunity in Africa” in Ali Abdi (ed.) Critical theorizations of education, Leiden and Boston: Brill, 2021, 183-196.
“Eloquence in African and inherited French teaching traditions: Adverse convergence and the need for transformative pedagogy” in Michael Cross, Caroline Long, Sibonokuhle Ndlovu, and Phefumula Nyoni (eds.) Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts, Brill, Koninklijke, 2021, 28- 46.
“Students of Global Africa and Pan African Consciousness: Engagements for Changes in the 20th Century and Beyond” in Carole Pan African Connections: Personal, Intellectual, Social, Africa World Press, Trenton Trenton (New Jersey, 2021), 127-147.
“Afterword” in Carole Boyce Davies and N’Dri Assié-Lumumba (eds.) Pan African Connections: Personal, Intellectual, Social, Africa World Press, Trenton (New Jersey, 2021).
“Postface” in Régis MALET et LIU Baocun (eds.) Politiques éducatives, diversité et justice sociale: Perspectives comparatives internationals, Jack Lang, Bern, Switzerland (2021).
Guest Editor with Samir Amin (posthumously) and Martial Dembélé of a special issue of Bandung: Journal of the Global South on the theme “Ubuntu, World Epistemologies, and Humanist Education” Volume 8 Issue 2, Special Issue Part I (2021).
“An Audacious and Imperative Global Social Contract for the Collective Good,” an essay review of the Comparative and International Education Society’s George F. Kneller Keynote Lecture, “A Call for Action to Achieve Sustainable Development Goal 4,” by Jeffrey Sachs, Comparative Education Review, Vol. 64 N. 1, February 2020, pp. 153-155.
“The African University Tradition: A Historical Perspective” in Manja Klemenčič (ed.) Mass and Elite Higher Education Systems in 21st Century section of the Encyclopedia of International Higher Education Systems and Institutions, Springer, 2018 (ttps://meteor.springer.com/login.jsf), Netherlands: Springer, 2020 (https://www.springer.com/us/book/9789401789042).
“Series Introduction” in Zehavit Gross (ed.) Migrants and Comparative Education, Leiden and Boston: Brill Sense, 2020, pp. ix-xiii.
“On Brick-and-Mortar and Virtual Spaces of Learning: Pedagogy, Exigencies of COVID-19 and Equality of Educational Opportunity” World Voices Nexus: The WCCES Chronicle, Vol. 4 No.2, June 2020 (Available online: https://www.worldcces.org/article-1-by-assieacute-lumumba).
“Freire and Africa: A focus and impact in Education,” with Yusef Waghid and José Cossa, in Torres, C.A. (ed.) The Wiley Handbook on Paulo Freire, Oxford: Wiley Publisher, 2019, pp. 149-166.
“The Idea of the University in the Evolving Higher Education Landscape in Africa” in Barnett and Michael Peters (eds.) The Idea of the University: Contemporary Perspectives, Bern, Peter Lang, 2018, pp. 273-291.
“Conceptualizing Gender and Education in Africa from an Ubuntu Frame” in Emefa Amoako and N’Dri Assié-Lumumba, Re-visioning Education in Africa: Ubuntu-Inspired Education for Humanity, Palgrave, New York, 2018, pp. 67-84.
“Towards an Ubuntu-Inspired Continental Partnership on Education for Sustainable Development in Africa: African Union Commission Agenda 2063 Education Strategy” with Emefa Amoako in Emefa Amoako and N’Dri Assié-Lumumba, Re-visioning Education in Africa: Ubuntu-Inspired Education for Humanity, Palgrave, New York, 2018, pp. 229-246.
“Dialogical Possibilities in Comparative Education: Ubuntu Perspectives in the Global Context of Educational Processes,” World Voices Nexus: Chronicle of the WCCES, V.1 N. 1,2017, http://www.worldcces.org/article-1.
“Salient Features in Mazrui’s Thought on Education in Africa: Critical Reflections” with Tukumbi Lumumba-Kasongo in D. Ndirangu Wachanga (ed.) Growing Up in a Shrinking World: How politics, culture and the nuclear age defined the biography of Ali A. Mazrui, Africa World Press, Trenton, New Jersey, 2017, pp. 169-182.
“Africa-India Connections in Historical Perspectives: The Evolving Role of Higher Education in the Contemporary South-South Cooperation and Development Agenda” African and Asian Studies, 16 (1-2) 2017, pp. 62-80.
“The Ubuntu Paradigm and Comparative and International Education: Epistemological Challenges and Opportunities in our Field” Comparative Education Review Vol. 61(1) February 2017, 1-21.
“Hilary Rodham Clinton and the 1995 Beijing International Conference on Women: Gender and the Nexus of Global and Domestic Power Dynamics” in Dinesh Sharma (ed.) The Global Hillary, New York, London: Routledge, 2016, pp. 78-93.
“Harnessing the Empowerment Nexus of Afropolitanism and Higher Education: Purposeful Fusion for Africa’s Social Progress in the 21st Century” Journal of African Transformation, Vol. 1 N.2 2016, 51-76.
“Evolving African attitudes to European education: Resistance, pervert effects of the single system paradox, and the ubuntu framework for renewal” in International Review of Education-Journal of Lifelong Learning, Volume 62, Issue 1, February 2016, pp. 11-27.
“The Making of Culture and Definition of Cultural Spheres and Boundaries in Post-Colonial Africa: The Role of Education in Acquiring and Exercising Agency” in Yusef Waghid Editor of the special issue on Knowledge(s), Cultures and African Philosophy of Knowledge Cultures, 4, (4) 2016: 7-20.
“Education and Development in Côte d’Ivoire: Evolving Gender Representation in Higher Education from Peace to the Era of Political Instability and Post-Conflict Reconstruction” in Emefa Amoako (ed.) Education in West Africa. London: Bloomsbury Publishing, 2015, pp. 247-264.
“Millennium Development in Retrospect: Higher Education and the Gender Factor in Africa’s Development Beyond 2015” in Nathan Andrews, Ernest Nene Khalema and N’Dri Assie-Lumumba Millennium Development Goals (MDGs) in Retrospect-Africa's Development Beyond 2015, Springer, London, pp. 81-98.
“Land Tenure, Evolving Capitalism, and Social Formations in Côte d'Ivoire: The Nation-State, Shifting Boundaries, and Domestic Policies in the Global Context” in Tukumbi Lumumba-Kasongo (ed.) Land Reforms in Africa, New York, London: Routledge, 2015, pp. 75-95.
“Behind and beyond Bandung: Historical and forward-looking Reflections on South-South Cooperation” in Bandung: Journal of the Global South, 2:11 (25 Jul 2015)
“Higher Education, Temporality, and Consequences of Armed Conflicts on Social Progress in Africa: Selected Case Studies” in Yusef Waghid (Guest Editor) The Europa World of Learning, 64th edition (WOL 2014), Routledge, New York, 2013, pp. 16-21.
“Introduction: Critical Perspectives on Half a Century of Post-colonial Education for Development in Africa” in The Owl of Minerva on a Baobab Tree, Schooling, and African Awakening: Half a Century of post-colonial Education for Development in Sub-Saharan Africa special issue of African and Asian Studies 12 (2013) 1-2 with Ali A. Mazrui and Martial Dembélé, pp.1-12.
“Cultural Foundations of the Idea and Practice of the Teaching Profession in Africa: Indigenous Roots, Colonial Intrusion, and Post-colonial Reality” Educational Philosophy and Theory, 44 (S2) pp. 21-36, 2012.
Contributing Author (with responsibility for the chapter on “Human Capacity” (pp. 114-141) to The New Harvest: Agricultural Innovation in Africa by Calestous Juma, Oxford: Oxford University Press, 2011.
“Higher Education as an African Public Sphere and the University as a Site of Resistance and Claim of Ownership for the National Project” in Africa Development, Vol. XXXVI, No.2, 2011, pp. 177-208.
“The Idea of the Public University and the National Project in Africa: Toward a Full Circle, from the 1960s to the Present” with Tukumbi Lumumba-Kasongo in Craig Calhoun and Diana Rhoten (eds.) Knowledge Matters: The Public Mission of the Research University, New York, Columbia University Press, 2011.
“Salient Features in Mazrui’s Thought on Education in Africa: Critical Reflections” with Tukumbi Lumumba-Kasongo in Seifudein Adem (ed.) Public Intellectuals and the Politics of Global Africa: Essays in Honour of Professor Ali Mazrui, London, Adonis & Abbey Publishers (2010).
“African Universities, Imperatives of International Reach, and Perverse Effects of Globalisation” In Österreichische Forschungsstiftung für Internationale Entwicklung et al (eds.) Internationalisation of Higher Education and Development. Zur Rolle von Universitäten und Hochschulen in Entwicklungsprozessen. Vienna: ÖFSE. 33-49, 2010.
“Professor Philip J. Foster: An Accomplished Scholar and Teacher” in the special issue on a Tribute to Philip Foster, Prospects, Vol. XXXVIII, No. 4, 2009.
“Africa-Asia University Dialogue for Basic Education Development” Journal of International Cooperation in Education Vol. 11, No. 3, 2008, pp. 5-17.
“World Civilizations and North-South Dialogue: Africa in the World System” in Ali A. Mazrui, Patrick M. Dikkir, and Shalahudin Kafrawi (eds.) Globalization and Civilizations: Are they Forces in Conflict? New York:
Global Scholarly Publications, 2008, pp. 233-265.
“Global Development Learning Network (GDLN) and Tertiary Education in Africa: Opportunities and Predicaments of Centralized Knowledge Broadcasting Programs on the World Scale” Perspectives on Global Development and Technology, Vol. 7, Nos. 3-4, 2008, pp. 231-258.
“Growth, Poverty, and Resource Distribution” in Habib Sy (ed.) Budget Transparency in West Africa, Dakar: Aid Transparency, 2007, pp. 437- 472.
“Human Capital, Human Capabilities, and Gender Equality: Harnessing the Development of Human Potential as a Human Right and the Foundation for Social Progress” in N’Dri T. Assié-Lumumba Abidjan: CEPARRED, 2007, pp. 15-37.
“Structural Change and Continuity in the Ivorian Family” in Yaw Oheneba-Sakyi and Baffour K. Takyi (eds.) African Families at the Turn of the 21st Century, Westport, CT: Greenwood Publishing Group, 2006, pp. 103-127.
“Critical Perspectives on the Crises, Planned Change, and the Prospects for Transformation in African Higher Education,” Journal of Higher Education in Africa, Vol 3, No. 3, 2005, pp. 1-29.
“African Higher Education: from Compulsory Juxtaposition to Fusion by Choice-Forging a New Philosophy of Education for Social Progress” in Yusef Waghid, Berte van Wyk, Faried Adams and Ivan November (eds.) African(a) Philosophy of Education: Reconstructions and Deconstructions, Matieland: Stellenbosch University, 2005, pp. 19-53.
“Sustaining Home-Grown Innovations in Higher Education in Sub-Saharan Africa: A Critical Reflection” Journal of International Cooperation in Education, Vol. 7, No. 1, 2004, pp. 71-81.
“What Is the New Partnership for Africa’s Development (NEPAD)?: A General Reflection on Its Objectives and Claims” Journal of Comparative Education and International Relations in Africa Vol. 5 Nos. 1-2, December 2003, pp. 1-14 with Tukumbi Lumumba-Kasongo.
“Gender, Access to Learning, and the Production of Knowledge in Africa” in AAWORD, Visions of Gender Theories and Social Development in Africa: Harnessing Knowledge of Social Justice and Equality, AAWORD Book Series, Dakar: 2002, pp. 95-113.
“Gender, Race and Human Capital Theory: Research Trends in the United States from the 1950s to the 1990s,” Journal of Comparative Education and International Relations in Africa, Vol. 4, Nos. 1-2, December 2001, pp. 1-25.
“Educational and Economic Reforms, Gender Equity, and Access to Schooling in Africa,” International Journal of Comparative Sociology, Vol. XLI, No. 1, 2000, pp. 89-120.
“A General Reflection on the African Conditions in the World System and their Implications in The Process of the Search for Permanent Peace and for a Functional Democracy in Africa and in Côte d’Ivoire”/”Une réflexion générale sur la problématique des conditions africaines dans le système mondial et leurs implications dans le processus de la recherche d’une paix permanente et d’une démocratie fonctionnelle en Afrique et en Côte d’Ivoire” Journal of Comparative Education and International Relations in Africa, Vol. 2 Nos. 1-2, December 1999, pp. 1-47 with T. Lumumba-Kasongo.
“The Political and Social Situation in Côte d’Ivoire after the Military Coup d’État : A General Perspective”/”La situation politique et sociale en Côte d’Ivoire après le coup d’état militaire : une perspective générale,” Journal of Comparative Education and International Relations in Africa, Vol. 2 Nos. 1-2, December 1999, pp. 48-70 with T. Lumumba-Kasongo.
“Why Maman Went to Beijing” in Leon Knight(ed.) Full Circle Twenty,Robbinsdale, Guild Press, 1999, pp. 56-59
“Women in West Africa” in Nelly Stromquist (ed.) Women in the Third World: An Encyclopedia of Contemporary Issues, New York: Garland Publishing, Inc. 1998, pp. 533-542.
“Educating Africa’s Girls and Women: A Conceptual and Historical Analysis of Gender Inequality” in Ayesha Imam, Amina Mama, and Fatou Sow (eds.), Engendering African Social Sciences, Dakar: CODESRIA, 1997, pp. 297-316. The French version of the book (with my article) published by Karthala in Paris and CODESRIA in Dakar, 2004.
“The Future Role and Mission of African Higher Education,” South African Journal of Higher Education, 10 (2), 1996, pp. 5-12.
“Public Academic School Finance Allocation in Côte d’Ivoire,” Journal of Education Finance, Vol. 20:3, Winter 1995, pp. 332-350.
“Analyses, Agendas, and Priorities in African Education”Journal of Educational Planningand Administration Vol. IX, No 4 (October 1995), pp. 345-359 with Joel Samoff.
“Rural Students in Urban Settings in Africa: The Experiences of Female Students in Secondary Schools,” in Nelly Stromquist (ed.) Education in the Urban Areas: Cross-National Dimensions, Westport, CT, Praeger, 1994, pp. 199-218.
“History of Women’s Education in Francophone Africa” in Torsten Husén and T. Neville Postlethwaite, (Editors-in-Chief), International Encyclopedia of Education, Oxford: Pergamon Press, Vol. 11, Second Edition, 1994, pp. 6735-6741.
“Les politiques d’éducation des filles en Afrique : instrument de promotion ou processus de marginalisation des femmes” in Marie France Labrecque (ed.) L’Égalité devant Soi: sexes, rapports sociaux et développement international, Ottawa (Canada), International Development Research Center, 1994; and also published as Développement International: L’étude des rapports sociaux de sexe, Université Laval Laboratoire de recherches anthropologiques, Québec.
“Coûts, financement de l’éducation de base et participation des familles et des communautés rurales dans les pays du Tiers-Monde,” International Institute for Educational Planning, Problématiques et méthodologies du développement de l’éducation, No. 10, 1993, pp. 1-34.
“Economic Crisis, State and Educational Reforms in Africa: The Case of Côte d’Ivoire,” in Mark B. Ginsburg (ed.) Educational Reform in International Context: Ideology, Economy and the State, New York, Garland Publishing Inc., 1991, pp. 257-284, with T. Lumumba-Kasongo.

Peer-reviewed journals advisory board service including as guest-editor of Special Issues:

Editor/Guest Editor

Guest Editor with Samir Amin (posthumously) and Martial Dembélé of a special issue of Bandung: Journal of the Global South on the theme “Ubuntu, World Epistemologies, and Humanist Education” (20242/2023)
Guest Editor with Birgit Brock-Utne, joan.Osa Oviawe of special issue of International Review of Education on the theme “Rediscovering the Ubuntu Paradigm in Education” Volume 62, Issue 1, February 2016
Editor-in-Chief of Journal of Education and International Relations in Africa/Revue d’Éducation Comparée et des Relations Internationales en Afrique (renewal process in progress)
Guest Editor with Pak Nung Wong of a special issue entitled “Small Powers in World Politics: Asian & African Perspectives” of African and Asian Studies, 13 (2014) 1-2
Guest-Editor with Ali A. Mazrui and Martial Dembélé of a special issue entitled “The Owl of Minerva on a Baobab Tree, Schooling, and African Awakening: Half a Century of post-colonial Education for Development in Sub-Saharan Africa” of African and Asian Studies 12 (2013) 1-2
Guest Editor of a special issue on “Africa-Asia University Dialogue for Basic Education” of the Journal of International Cooperation in Education, published by the Center for the Study of International Cooperation in Education (CICE) at Hiroshima University Vol. 11, No. 3, 2008
Guest Editor and contributor, with Margaret Sutton, special issue of Comparative Education Review on Global Trends in Comparative Research on Gender and Education, v. 48, no. 4, 2004, pp. 345-490
Guest Editor of a special issue of African and Asian Studies on: Cyberspace, Distance Learning, and Higher Education in Developing Countries: Old and Emergent Issues of Access, Pedagogy and Knowledge Production, Vol. 2, No. 4, 2003, pp. 361-610.