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Local languages as a human right in education : comparative cases from Africa /
There seems to be general agreement that children learn better when they understand what the teacher is saying. In Africa this is not the case. Instruction is given in a foreign language, a language neither pupils nor the teachers understand well. This is the greatest educational problem there is in...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam, The Netherlands :
Sense Publishers,
2015.
|
| Colección: | Comparative and international education (Sense Publishers) ;
volume 36. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Babaci-Wilhite, Zehlia, |e author. | |
| 245 | 1 | 0 | |a Local languages as a human right in education : |b comparative cases from Africa / |c Zehlia Babaci-Wilhite. |
| 264 | 1 | |a Rotterdam, The Netherlands : |b Sense Publishers, |c 2015. | |
| 300 | |a 1 online resource (xvi, 138 pages) | ||
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| 490 | 1 | |a Comparative and international education ; |v volume 36 | |
| 504 | |a Includes bibliographical references and indexes. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Table of contents; foreword; note; acknowledgments; acronyms; list of tables; list of figures; chapter 1: introduction; chapter 2: languages issues in africa; language imperialism in africa; the east africa lingua franca; local languages for knowledge acquisition and cultural identity; local languages of instruction for social equity; conclusion; notes; chapter 3: human rights and development theories in education; language choice in the context of dependent development; development and marketization of education. | |
| 505 | 8 | |a IMPLEMENTATION OF CURRICULUM REFORMSEDUCATION FOR SELF-RELIANCE AND LIBERATION; CAPABILITY APPROACH AND HUMAN RIGHTS TO DEVELOPMENT AND EDUCATION; RIGHTS-BASED APPROACH TO LANGUAGE OF INSTRUCTION; CONCLUSION; NOTES; CHAPTER 4: ZANZIBAR�S NEW CURRICULUM; BACKGROUND ON THE CURRICULUM CHANGE OF ZANZIBAR; GEOGRAPHIC, DEMOGRAPHIC AND HISTORICAL BACKGROUNDS; EDUCATION SYSTEM IN ZANZIBAR; THE NEW CURRICULUM; RATIONALE BEHIND THE NEW CURRICULUM; THE METHODOLOGICAL APPROACH; ANALYSES OF THE IMPLEMENTATION; CONCLUSION; NOTES. | |
| 505 | 8 | |a Chapter 5: comparing language-in-education policiescomparing language-in-education policies in zanzibar and malaysia; the politics behind these changes; comparing language-in-education policies in tanzania and nigeria; the six-year primary project; mother tongue science literacy project; the nigerian policy of education; analyses exam results; conclusion; notes; chapter 6: private education as a promoter of english; historical context of public versus private schools in tanzania. | |
| 505 | 8 | |a Results on kiswahili versus english as a language of instructionconsequences for quality learning; expectations about work; confusing learning a language and general learning; conclusion; notes; chapter 7: conclusion: local languages as a human right in education; rights in education; education and language for sustainable development in africa; new perspectives in language of instruction; references; about the author; subject index; name index. | |
| 520 | |a There seems to be general agreement that children learn better when they understand what the teacher is saying. In Africa this is not the case. Instruction is given in a foreign language, a language neither pupils nor the teachers understand well. This is the greatest educational problem there is in Africa. This is the problem this book discusses and it is therefore an important book. The recent focus on quality education becomes meaningless when teaching is given in a language pupils do not understand. Babaci-Wilhite concludes that any local curriculum that ignores local languages and contexts risks a loss of learning quality and represent a violation of childrenℓ́ℓs rights in education. The book is highly recommended. Birgit Brock-Utne, Professor of Education and Development, University of Oslo, Norway Zehlia Babaci-Wilhiteℓ́ℓs illuminating African case studies display a mastery of the literature on policies related to not only language policies integrally related to human rights in education, but to the relationship between education and national development. The book provides a paradigm shift from focusing on the issue of schooling access to the very meaning education has for personal and collective identity and affirmation. As such, it will appeal to a wide audience of education scholars, policy makers and practitioners. Robert F. Arnove, Chancellorℓ́ℓs Professor Emeritus of Educational Leadership & Policy Studies, Indiana University, Bloomington, USA A very important and timely book that makes crucial contribution to critical reviews of the policies about languages of instruction and rights in education in Africa. Brilliantly crafted and presented with great clarity the author puts into perspective issues that need to be addressed to improve academic performance in Africaℓ́ℓs educational systems in order to attain the goal of providing education for all as well as restoring rights in education. This can be achieved through critical examination of languages of instruction and of the cultural relevance of the curricula. Definitely required reading for scholars of education and human rights in general, in Africa in particular, as well as for education policy makers. Sam Mchombo, Associate Professor of African Languages and Linguistics, University of California, Berkeley, USA This book contributes to enlighten a crucial academic as well as a democratic and philosophical issue: The right to education and the rights in education, as it is seen in the dilemmas of the right to use your local language. It offers a high-level research and the work is both cutting edge and offers new knowledge to the fields of democracy, human rights and education. The book is a unique contribution to a very important academic discussion on rights in education connecting to language of instruction in schools, politics and power, as well as it frames the questions of why education and language can be seen as a human right for sustainable development in Africa. The actuality of the book is disturbing: We need to take the debate on human rights in education for the children of the world, for their future and for their right to a cultural identity. Inga Bostad, Director of the Norwegian Centre for Human Rights, University of Oslo, Norway. | ||
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