Language, Development Aid and Human Rights in Education

Curriculum Policies in Africa and Asia
2015. Auflage 2015
ISBN: 978-1-137-47318-9
Verlag: Springer

Buch, Englisch, 181 Seiten, Format (B × H): 142 mm x 218 mm, Gewicht: 408 g

Reihe: Palgrave Studies in Global Citizenship Education and Democracy

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.

Zielgruppe

Research

Autoren/Hrsg.

Babaci-Wilhite, Zehlia

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Geisteswissenschaften Sprachwissenschaft Sprachpolitik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie

Inhaltsverzeichnis

Foreword; Martin Carnoy.- Chapter 1. Introduction: The Paradigm Shift in Language Choices in Education for Sustainable Development.- Chapter 2. Educational Issues in Africa and Asia.- Chapter 3. Development Aid in Education.

Über Autor(innen)

Zehlia Babaci-Wilhite is Visiting Assistant Professor at the University of California-Berkeley, USA and a Research Affiliate at the Norwegian Center for Human Rights, University of Oslo, Norway. She has numerous publications and taught courses in Norway, Japan, India, France & Nigeria on issues related to language and culture, development & human rights.