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Language, Development Aid and Human Rights in Education (Curriculum Policies in Africa and Asia)
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Product Details
Author:
Zehlia Babaci-Wilhite
Format:
Hardcover
Pages:
208
Publisher:
Palgrave Macmillan (October 13, 2015)
Language:
English
Audience:
Professional and scholarly
ISBN-13:
9781137473189
ISBN-10:
1137473185
Weight:
16oz
Dimensions:
5.76" x 8.8" x 0.735"
Case Pack:
48
Series:
Palgrave Studies in Global Citizenship Education and Democracy
As low as:
$77.00
Publisher Identifier:
P-MISC
Discount Code:
A
Overview
With a Foreword by Martin Carnoy.
The debate about languages of instruction in Africa and Asia involves an analysis of both the historical thrust of national government and also development aid policies. Using case studies from Tanzania, Nigeria, South Africa, Rwanda, India, Bangladesh and Malaysia, Zehlia Babaci-Wilhite argues that the colonial legacy is perpetuated when global languages are promoted in education. The use of local languages in instruction not only offers an effective means to contextualize the curriculum and improve student comprehension, but also to achieve quality education and rights in education. Evidence that science literacy is better served through local languages and adapted to local contexts is put forward with a new vision for science learning that invests cutting edge technologies with local context. This vision is crucial to the African and Asian development on their own terms and should take its rightful place as a human right in education.
The debate about languages of instruction in Africa and Asia involves an analysis of both the historical thrust of national government and also development aid policies. Using case studies from Tanzania, Nigeria, South Africa, Rwanda, India, Bangladesh and Malaysia, Zehlia Babaci-Wilhite argues that the colonial legacy is perpetuated when global languages are promoted in education. The use of local languages in instruction not only offers an effective means to contextualize the curriculum and improve student comprehension, but also to achieve quality education and rights in education. Evidence that science literacy is better served through local languages and adapted to local contexts is put forward with a new vision for science learning that invests cutting edge technologies with local context. This vision is crucial to the African and Asian development on their own terms and should take its rightful place as a human right in education.
