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  • Contributors

Joseph G. Ampiah received his Ph.D. from University of Cape Coast. He is a Senior Lecturer and the Head of the Department of Science and Mathematics Education at the University of Cape Coast, Ghana. He is a Visiting Research Fellow at Hiroshima University, Japan. His research interests include curriculum and policy issues in education, conceptual change, and alternative frameworks. (

Samuel Assembe Mvondo is a Research Assistant at the Center for International Forestry Research (CIFOR, Central Africa Regional Office), Forests & Governance Program. He is a part-time Ph.D. candidate in International Environmental Law at the University of Joensuu, Finland. His research interests include forest-governance issues in the Central African Subregion and international environmental law. (

Lisa Cliggett is an Associate Professor of Anthropology at the University of Kentucky, Lexington. She received her Ph.D. in Anthropology from Indiana University in 1997. Her book Grains from Grass: Aging, Gender and Famine in Rural Africa (Cornell University Press, 2005) uses the lens of “old age” to examine household economics and livelihood strategies in the context of extreme scarcity. She coauthored, with Richard Wilk, the second edition of Economies and Cultures: Foundations of Economic Anthropology (Westview Press, 2007) and coedited, with Christopher A. Pool, the book Economies and the Transformation of Landscape (Alta Mira Press, 2008). Her current research in Zambia examines migration, environmental change, and livelihood security using a political ecology framework. (

Robert M. Press is an Assistant Professor of Political Science, International Development, and International Affairs at the University of Southern Mississippi. His most recent book, Peaceful Resistance: Advancing Human Rights and Democratic Freedoms (Ashgate, 2006) is about contemporary Kenya. His first book, The New Africa: Dispatches from a Changing Continent (University Press of Florida, 1999) is about democratization in sub- Saharan Africa in the 1990s. In the 2008–2009 academic year, he taught and researched human rights as a Fulbright Scholar in Sierra Leone. His area of study is nonviolent resistance in Africa, with an emphasis on social-movement theories. (

Marijke Steegstra is an Assistant Professor of Anthropology and Development Studies at the Radboud University of Nijmegen, the Netherlands, where she received her Ph.D. in 2004. Her book Resilient Rituals: Krobo [End Page 132] Initiation and the Politics of Culture in Ghana (LITVerlag / Transaction Publishers, 2004) shows how the contemporary performance of Krobo girls’ initiation rites relates to and is shaped by Krobo encounters with missionary Christianity, colonial intervention, and modern nationalism. Her current research focuses on traditional rule and the popularity of foreign “development chiefs” in Ghana. (

Dawood H. Sultan is a joint Assistant Professor of Health Policy and Management (College of Public Health) and Africana Studies (College of Arts and Sciences) at the University of South Florida, Tampa. He holds a doctorate degree in sociology from Louisiana State University. He has published research manuscripts in refereed journals including African Studies Review, Review of African Political Economy, Journal of African Travel-Writing, Journal of Futures Studies and Sociological Spectrum, as well as chapters in Clifton D. Bryant’s Handbook of Death and Dying and, with Thomas J. Durant, in Seeking Higher Ground: The Hurricane Katrina Crisis, Race and Public Policy Reader, edited by Manning Marable and Kristen Clarke. (

Brooke Wyssmann works in Mozambique as an HIV/AIDS coordinator for the Mennonite Central Committee. She received her M.A. in anthropology in 2005 from the University of Kentucky. To follow her work in Mozambique, see her blog: .

Shoko Yamada is an Associate Professor of Comparative Education and African Studies in Nagoya University, Japan. She received her Ph.D. in education from Indiana University in 2003. She is the editor of The Local Meanings of Educating All and the Process of Adopting EFA Development Goals in Kenya, Tanzania, and Ethiopia, which analyzed the discourse on primary education policies in three East African countries. Her journal articles and book chapters include “Making Sense of the EFA from a National Context— Its Implementation and Impact on Households in Ethiopia,” in Baker and Wiseman (eds.), Education for All: Global Promises, National Challenges (Elsevier...


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