Download Language, Development Aid and Human Rights in Education: by Zehlia Babaci-Wilhite PDF

By Zehlia Babaci-Wilhite

The controversy approximately languages of guide in Africa and Asia contains an research of either the ancient thrust of nationwide executive and likewise improvement reduction guidelines. utilizing case stories from Tanzania, Nigeria, South Africa, Rwanda, India, Bangladesh and Malaysia, Zehlia Babaci-Wilhite argues that the colonial legacy is perpetuated while worldwide languages are promoted in schooling. using neighborhood languages in guide not just bargains a good ability to contextualize the curriculum and increase scholar comprehension, but in addition to accomplish caliber schooling and rights in schooling.

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Additional resources for Language, Development Aid and Human Rights in Education: Curriculum Policies in Africa and Asia

Sample text

It is imperative to overcome these obstacles in order to bring social justice and appropriate development. Chapter 7 builds on a solid foundation of evidence from Africa and Asia that learning in an indigenous language is critical to quality learning and important in the reinforcement of cultural identity. In this chapter, I review and assess the literature on language choices in education, teaching and quality learning, education for self-reliance, language identity and power. I compare the recent changes in LoI in Zanzibar and Malaysia in light of the results of fieldwork in mainland Tanzania and Zanzibar as well as a review of the literature in Malaysia and Nigeria.

Furthermore, Freire’s theories articulate the intimate Educational Issues in Africa and Asia 23 relationship between education and development, particularly the connection between individual empowerment and democratic ideals, where people use their education to critically analyze and change their conditions. Arnove et al. (2003, p. 329) suggest that Freire’s ideas on literacy campaigns and popular education programs be put in place in order to “(1) increase access to schooling, (2) democratize school administration, (3) improve instructional quality, (4) expand educational opportunity for working youths and adults, and (5) contribute to the formation of critical and responsible citizens” (2003, p.

It is imperative to overcome these obstacles in order to bring social justice and appropriate development. Chapter 7 builds on a solid foundation of evidence from Africa and Asia that learning in an indigenous language is critical to quality learning and important in the reinforcement of cultural identity. In this chapter, I review and assess the literature on language choices in education, teaching and quality learning, education for self-reliance, language identity and power. I compare the recent changes in LoI in Zanzibar and Malaysia in light of the results of fieldwork in mainland Tanzania and Zanzibar as well as a review of the literature in Malaysia and Nigeria.

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