100% of author profits go to wells, medicine and food!!! The country of Sudan is steeped in a dark history of religious persecution and genocide, bathed in constant chaos and turmoil, and touched with ongoing conflict. This photographic portrait of Sudan poignantly reveals the nations struggle to survive.

From the Back Cover: "In African Voices children as well as adults, speak directly and often with divesting clarity of their former homes, the horrors of civil war and oppression, and the difficulties of building new lives in exile. These writings are an important source of information, but through their courage and optimism they also bring new insights and perspectives into our homes and classrooms."

Internationally, there is growing awareness that the target of Education for All by 2015 will not be met unless more strident efforts are made to improve access for marginalized, hard-to-reach children (most often girls). For almost four decades gender equality in education has been one of the key global concerns and as a result various organizations at national and international levels along with governments have initiated programs focusing on achieving gender equality, women’s empowerment and improving girls’ access to education. By focusing on access alone (i.e. gender parity) we may not understand how education can be used to achieve empowerment and influence cultural practices that are gender insensitive. In this volume we attempt to call into question the content of gender equality as simple parity and in doing so we reflect upon the following questions: • Do the global (macro) discourses on gender equality in education lead to a focus on numbers only or to more profound sustainable changes at the national (meso) level and the school (micro) level? • To what extent have national policies been adjusted to reflect the global discourses on gender equality? • Are schools/classrooms (micro) expected to adjust to these global discourses and if so in what ways has this happened? • What are the challenges of providing access to good quality education for girls in both countries? • Is there a dichotomy between the schools/classrooms on the one hand and the community on the other in terms of gender equality/equity? • To what extent is gender equality/equity imposed upon schools and communities and does it take into account the cultural practices in traditional communities? Key words: Gender equality, education, Global vs. local concerns 3 selling points: • The volume highlights that although research has shown how global educational policies homogenize national educational policies and are therefore playing what can be termed a neo-colonial role in identifying pivotal themes and topics in education across the world such as gender equality, literacy and quality education in local contexts, they are often steeped in a Western logic which is not always culturally relevant or conducive. Making global recommendations for education across cultures and places is thus not always unproblematic. • The volume highlights that a push for girls’ schooling must navigate wisely in sensitive terrain where complex contextual aspects must be understood and taken into account. Girls’ attendance and retention in school are important first steps in the struggle for epistemic access, but must be followed by serious deliberations about what kind of school and what kind of knowledge in the schools is appropriate, and about equality and equity. • The volume attempts to understand how the global gender goals in education affect both local policies and local practice and in doing so it attempts to question the simple focus on access only.

This book completes a trilogy by the anthropologist Wendy James. It is a case study of how the Uduk-speaking people, originally from the Blue Nile region between the 'north' and the 'south' of Sudan, have been caught up in and displaced by a generation of civil war. Some have responded by defending their nation, others by joining the armed resistance of the Sudan People's Liberation Army, and yet others eventually finding security as international refugees in Ethiopia, and even further afield in countries such as the USA. Sudan's peace agreement of 2005 leaves much uncertainty for the future of the whole country, as conflict still rages in Darfur. The Uduk case shows how people who once lived together now try to maintain links across borders and even continents through modern communications, and where possible recreate their 'traditional' forms of story-telling, music, and song.

Decades of conflicts and persecution have driven millions from their homes in all parts of the northeast African country of Sudan. Many thousands more have been enslaved as human spoils of war. In their own words, the narrators of Out of Exile recount their lives before their displacement, the reasons for their flight, and their hopes to someday return home. Included are the stories of: ABUK: a native of South Sudan now living in Boston, who survived ten years as a slave after being captured by an Arab militia. MARCY and ROSE: best friends, who have spent the vast majority of their lives in a refugee camp in Kakuma, Kenya. They remember almost nothing of their former homes in Sudan. MATHOK: who struggled to find opportunities as a refugee in Cairo, but eventually fell into a world of gangs and violence.