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a deconstructive and ultimately reconstructive project for peace journalism. Also, the author sketches out a model for critical African journalism education, underpinned by two moments. One is the continual deconstruction of the Western epistemological and ontological basis of journalism education; and the second involves embarking upon a reconstructive synthesis of Western-critical and Afro-critical forms of journalistic thought. He argues, thus, that African journalism education must be linked to peace journalism in a symbiosis that draws upon ubuntu and its notion of moral interdependence. This approach should support the Western communitarian idea of engaged journalism that recognizes the limitations both of structure and agency. According to the author, the overall conclusion is that we must begin to inscribe a variety of journalistic subjectivities that include civic journalism, community journalism, peace journalism, et cetera.
Chapter 8 explores the delivery of higher education in South Africa, examining, in particular, e-learning in the context of an emerging nation. The authors look at the rationale and practical utility as well as the relevance of e-learning in South Africa. The discussion also brings forth the role of e-learning in social work training and education.
Chapter 9 provides an account of the challenges faced by students with physical or other types of disabilities in Zambia's higher education system. A synopsis of Zambia's legislation pertaining to the protection of people with disabilities is included, with shortcomings of this legislation highlighted. The chapter is premised on the World Health Organization's International Classification of Functioning, Disability, and Health (ICF) framework for dealing with disability. The author indicates that this framework can serve as a lens through which to identify environmental barriers that often limit the functioning of students with disabilities. And the author acknowledges that while one's body may have physical limitations, there are also notable environmental and societal barriers inhibiting the effective and efficient functioning of disabled people. Literature regarding the various experiences of students at different African universities is provided, and specific challenges pertaining to structural and social inaccessibility are highlighted. Further, the unique challenges