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This chapter aims to demonstrate how the colonial legacy in general, and in its monetary area in particular, has been one of the major obstacles to African countries' ability to mobilize financial resources for their development. In fact, the monetary systems inherited from colonialism serve as an instrument to plunder African resources and extract surplus for capital accumulation in former colonial powers. One of the best examples is found in the relationships between France and its former colonies in West and Central Africa. The monetary system imposed on those countries is essentially perpetuating the Colonial Pact, under which the role of the colonies is to serve the political, economic, and strategic interests of the colonial power. For African countries, the monetary arrangement, illustrated by the use of CFA franc as their currency, has been a major obstacle to capital accumulation, productive capacity building and effective structural transformation of their economies. Unless African countries break free from the CFA monetary system and reclaim their sovereignty, there will be no development. The struggle for monetary sovereignty in former French colonies is now part of a broader continental struggle to reclaim Africa's sovereignty over its resources and the formulation of its development policies.

In this chapter, the authors aimed to analyze the existing sustainability curriculum being followed by higher education institutions (HEIs) in the emerging world, and call out the underlying inadequacies within it and provide solutions for the same, by drawing insights through interviews with key stakeholders in this area. The authors planned to talk to higher education policymakers, Educational Institutional heads, researchers and faculty members and corporates (who deal in sustainable products and who will benefit from this subject). The respondents’ sample consisted of both Indian and international interviewees to help us better understand and analyze the perspective and scenario globally in terms of north-south as well as understand multiple point of views. The interview analyses were carried out using the N Vivo software tool. The expected outcome includes a curriculum contour on sustainability for the HEIs.

Indigenous students that live in poverty experience contextual socio-economic factors with residual effects of lower educational outcomes than their non-Indigenous counterparts. Indigenous children that live in poverty often have fewer resources, are segregated, and continue to be marginalized in the classroom. The vicious cycle of low education levels for Indigenous peoples confines them to low paying employment or unemployment that results in ongoing poverty or being a statistic categorized as the working poor. The purpose of this research was to gain a better understanding of the strategies that teachers have animated in their classrooms, which they perceived to be successful in encouraging Indigenous students to attend school, remain in school, complete course credits, and persevere to graduate from high school. The intent was to discover the how-to strategies and advance working knowledge of pedagogical practices leading to improved educational experiences and achievement levels for Indigenous students. This chapter will present the observations and qualitative findings of the case studies conducted in New Zealand and Canada, wherein 14 teachers described what they did and what it looked like in their classrooms. A constructivist approach was utilized to make meaning and gain the interpretations from the participants. This was achieved by first viewing the interactions in the classrooms and, through the interview process, being able to garner a better understanding of what was witnessed from the point of view of the participants.