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Giving Space to African Voices

Rights in Local Languages and Local Curriculum

  • Book
  • © 2014

Overview

Editors:
  1. Zehlia Babaci-Wilhite
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  • The most significant contribution of this book form a solid basis in demonstrating the links between local languages, local curriculum, quality learning and rights in education in the South for social justice and a better world.

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xxii
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  2. Localization of Instruction and Curriculum Development

    1. Front Matter

      Pages 1-1
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    2. Localization of Instruction as a Right in Education

      • Zehlia Babaci-Wilhite, Macleans A. Geo-Jaja
      Pages 3-19

    3. Language, Learning, and Education for All in Africa1

      • Sam Mchombo
      Pages 21-47

    4. Voices in Development Struggles in the South

      • Abel G. Ishumi
      Pages 49-65

    5. Shaping Muslim Curriculum in Kenya

      • Ousseina Alidou
      Pages 67-82

  3. Rights to Education

    1. Front Matter

      Pages 83-83
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    2. Rights to Quality Education

      • Samir Amin
      Pages 85-92

    3. Enhancing Capacities For Improving Quality Education Assessment Practices

      • Justinian C. J. Galabawa
      Pages 93-106

    4. Rethinking Quality Education in Tanzania´S Classrooms

      • Ladislaus M. Semali
      Pages 107-129

    5. Appropriate Language in Education

      • Jerome Ikechukwu Okonkwo
      Pages 131-146

  4. Linguistic Rights in Education

    1. Front Matter

      Pages 147-147
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    2. Examining Ugandan and Malawian Language of Instruction Policies From a Linguistic Human Rights Perspective

      • Ismail S. Gyagenda, Wardah M. Rajab-gyagenda
      Pages 149-162

    3. Violation For Linguistic Rights

      • Julitha C. John
      Pages 163-171

    4. Infusing a Rights-Based Approach in Initial Teacher Education in Postcolonial Zanzibar

      • Maryam J. Ismail
      Pages 173-195

    5. The Local and the Global in Zanzibar´S Educational Policy

      • Zehlia Babaci-Wilhite
      Pages 197-215

    6. Afterword

      • Francisco Gomes De Matos
      Pages 217-217
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Keywords

About this book

This book sets out to bring voices of the South to the debate on localization of education and makes the case that it should be considered a right in education. Despite all the scientifically-based evidence on the improved quality of education through the use of a local language and local knowledge, English as a language of instruction and “Western” knowledge based curriculum continue to be used at all educational levels in many developing nations. This means that in many African countries, the goal of rights to education is becoming increasingly remote, let alone that of rights in education. With this understanding and with the awareness of the education challenges of millions of children throughout Africa, the authors argue that local curriculum through local languages needs to be valued and to be preserved, and that children need to be prepared for the world in a language that promotes understanding. The authors make a clear case that policy makers are in a position to work towards a quality education for all as part of a more comprehensive right-based approach. We owe it to the children of the South to offer the best quality education possible in order to achieve social justice.

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