Benson / Kosonen Language Issues in Comparative Education

Inclusive Teaching and Learning in Non-Dominant Languages and Cultures
2013
ISBN: 978-94-6209-218-1
Verlag: Sense Publishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 1, 304 Seiten, eBook

Reihe: Comparative and International Education: A Diversity of Voices

This volume compiles a unique yet complementary collection of chapters that take a strategic comparative perspective on education systems, regions of the world, and/or ethnolinguistic communities with a focus on non-dominant languages and cultures in education. Comparison and contrast within each article and across articles illustrates the potential for using home languages – which in many cases are in non-dominant positions relative to other languages in society – in inclusive multilingual and multicultural forms of education. The 22 authors demonstrate how bringing non-dominant languages and cultures into schooling has liberatory, transformative potential for learners from ethnolinguistic communities that have previously been excluded from access to quality basic education.
The authors deal not only with educational development in specific low-income and emerging countries in Asia (Afghanistan, Bangladesh, Cambodia, the Philippines Thailand and Vietnam), Latin America (Guatemala and Mexico) and Africa (Mozambique, Senegal and Tanzania), but also with efforts to reach marginalized ethnolinguistic communities in high-income North American countries (Canada and the USA). In the introductory chapter the editors highlight common and cross-cutting themes and propose appropriate, sometimes new terminology for the discussion of linguistic and cultural issues in education, particularly in low-income multilingual countries. Likewise, using examples from additional countries and contexts, the three final chapters address cross-cutting issues related to language and culture in educational research and development.
The authors and editors of this volume share a common commitment to comparativism in their methods and analysis, and aim to contribute to more inclusive and relevant education for all.
“A richly textured collection which offers a powerful vision of the possible, now and in the future.”
Alamin Mazrui, Rutgers State University of New Jersey, USA

“This book takes the local perspective of non-dominant language communities in arguing for a multilingual habitus in educational development. Benson and Kosonen masterfully extend theories and clarify terminology that is inclusive of the non-dominant contexts described here.”
Ofelia García, City University of New York, USA

Zielgruppe

Research

Autoren/Hrsg.

Benson, Carol

Kosonen, Kimmo

Inhaltsverzeichnis

Foreword; Introduction: Inclusive teaching and learning through the use of non-dominant languages and cultures; Part I: Language-in-education policy issues; 1. Canada’s big chill: Indigenous languages in education; 2. The use of non-dominant languages in education in Cambodia, Thailand and Vietnam: Two steps forward, one step back; 3. Language in Afghanistan’s education reform: Does it play a role in peace and reconciliation?; 4. Language and liberation. Language of instruction for mathematics and science: A comparison and contrast of practices focusing on Tanzania; Part II: Community and parent voices; 5. Indigenous Mexican languages and the politics of language shift in the United States; 6. “We lost our culture with civilization”: Community perceptions of Indigenous knowledge and education in Senegal; Part III: Classroom practices and teacher voices; 7. First language-based preschools in Adivasi communities in the Chittagong Hill Tracts of Bangladesh; 8. Teachers as agents of change within Indigenous education programs in Guatemala and Mexico: Examining some outcomes of cross-border professional development; 9. Effective activities to support teachers’ transition into the MTBMLE classroom in the Philippines; 10. English medium instruction and examining in Zanzibar: Ambition, pipe dreams and realities; 11. Implementation of local curriculum in Mozambican primary schools: Realities and challenges; 12. Culture as a vehicle, not a bridge: Community-based education in autonomous regions of Nicaragua and in the Navajo Nation, USA; Part IV: Researcher voices; 13. Teaching and assessing independent reading skills in multilingual African countries: Not as simple as ABC; 14. Exploring the development of reading in multilingual education Programs; 15. Towards adopting a multilingual habitus in educational development; Contributors.