A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa

International Review of Education volume 63, pages381–401(2017)Cite this article

Abstract

This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on perspectives of both dominant and non-dominant cultures with a focus on science literacy as a human right. She first examines key assumptions about knowledge which inform mainstream educational research and practice. She then argues for an emphasis on contextualised learning as a right in education. This means accounting for contextualised knowledge and resisting the current trend towards de-contextualisation of curricula. This trend is reflected in Zanzibar’s recent curriculum reform, in which English replaced Kiswahili as the language of instruction (LOI) in the last two years of primary school. The author’s own research during the initial stage of the change (2010–2015) revealed that the effect has in fact proven to be counterproductive, with educational quality deteriorating further rather than improving. Arguing that language is essential to inquiry-based learning, she introduces a new didactic model which integrates alternative assumptions about the value of local knowledge and local languages in the teaching and learning of science subjects. In practical terms, the model is designed to address key science concepts through multiple modalities – “do it, say it, read it, write it” – a “hands-on” experiential combination which, she posits, may form a new platform for innovation based on a unique mix of local and global knowledge, and facilitate genuine science literacy. She provides examples from cutting-edge educational research and practice that illustrate this new model of teaching and learning science. This model has the potential to improve learning while supporting local languages and culture, giving local languages their rightful place in all aspects of education.

Résumé

Approche de l’enseignement scientifique fondée sur les droits via les langues locales: contextualiser en Afrique l’apprentissage par l’enquête – Cet article traite de l’importance d’enseigner et d’apprendre les sciences en langues locales. L’auteure soutient que le fait de tenir compte du savoir autochtone et d’utiliser les langues locales dans l’enseignement des sciences, tout en favorisant l’apprentissage fondé sur l’exploration et l’expérimentation, améliore l’enseignement et l’apprentissage scientifiques. Elle articule son argumentation autour de la théorie de l’enquête inspirée des perspectives de cultures tant dominantes que non dominantes, avec un accent sur l’enseignement scientifique entendu comme droit fondamental. Elle aborde en premier lieu les hypothèses de base sur les connaissances qui sous-tendent la recherche et la pratique éducatives courantes. Elle argumente ensuite en faveur de l’apprentissage contextualisé, considéré comme priorité et comme droit éducatif. Cette démarche implique de prendre en compte un savoir contextualisé et de résister à la tendance actuelle en faveur d’une décontextualisation des programmes éducatifs. Cette tendance se reflète dans la récente réforme du programme scolaire à Zanzibar, qui remplace le kiswahili par l’anglais comme langue d’instruction durant les deux dernières années de l’enseignement primaire. L’étude de l’auteure menée au cours de la première phase de cette réforme (2010–2015) révèle que l’impact s’avère finalement contre-productif, avec une nouvelle baisse au lieu d’une hausse de la qualité de l’éducation. S’appuyant sur l’argument que la langue est décisive dans l’apprentissage fondé sur la recherche d’informations, l’auteure présente un nouveau modèle didactique intégrant d’autres hypothèses sur la valeur du savoir autochtone et des langues locales dans l’enseignement et l’apprentissage des sujets scientifiques. Concrètement, ce modèle est conçu pour traiter les concepts scientifiques de base au moyen de modalités multiples – faire, dire, lire, écrire – c’est-à-dire d’un ensemble expérimental pratique. Selon elle, ce dernier pourrait former une nouvelle base pour l’innovation constituée d’une gamme unique de connaissances locales et mondiales, en outre faciliter une éducation scientifique effective. Elle fournit des exemples d’études et de pratiques éducatives pionnières illustrant ce nouveau modèle d’enseignement et d’apprentissage des sciences. Il renferme le potentiel d’optimiser l’apprentissage tout en soutenant la culture et les langues locales, et donnant à ces dernières leur juste place dans tous les aspects de l’enseignement.

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Notes

  1. 1.

    Tanganyika gained its independence from Britain in 1961; and Zanzibar became independent in 1963. On 26 April 1964, Tanganyika joined with Zanzibar to form the United Republic of Tanzania. In terms of primary education, Zanzibar is autonomous with its own Ministry of Education for Primary Education and was therefore able to make changes to the curriculum which do not apply in mainland Tanzania.

  2. 2.

    Being an extension of the general term literacy (the ability to read and write), the term science literacy refers to “skills enabling access to knowledge” (UNESCO 2006, p. 150), in particular scientific knowledge.

  3. 3.

    This model, labelled”Seeds of Science Roots of Reading”, was developed at the Lawrence Hall of Science/Graduate School of Education at the University of California, Berkeley (USA), and field-tested over several years in many states in the USA. The Co-Founders of this model are David Pearson and Jacqueline Barber. For more information, see http://www.scienceandliteracy.org/ [accessed 9 May 2017].

  4. 4.

    Brazilian educator and philosopher Paulo Freire (1921–1997) was one of the pioneers of critical pedagogy which views teaching as a political act which has implications for the kind of society which is being built.

  5. 5.

    Julius Kambarage Nyerere (1922–1999) was the first Prime Minister of independent Tanganyika (1961–1962), who became the first President of Tanzania in 1964.

  6. 6.

    Currently, children in Tanzania start primary school (grades 1–7) at age 7; then progress to lower secondary school (grades 8–12) and O-levels, followed by two years of upper secondary school and A-levels. Important policy changes in Zanzibar include: (1) reduction of primary school education from 7 to 6 years; (2) teaching Science and Mathematics in English from grade 5 and introducing Information, Communication and Technology (ICT) as a subject in grade 5, also taught in English; (3) splitting Social Studies into three subjects: Geography, Civics and History in grade 5; and (4) teaching Arabic from pre-primary to grade 3.

  7. 7.

    The Arusha Declaration (TANU 1967) is Tanzania´s most prominent political statement of Ujamaa [Kiswahili term for village community or brotherhood], promoting that all human beings are equal. Its principles are closely related to those of the United Nations Universal declaration of human rights (UN 1948), including policies of self reliance, socialism, “creed”, membership and resolution.

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    Zehlia Babaci-Wilhite

  2. University of Oslo, Oslo, Norway

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Babaci-Wilhite, Z. A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa. Int Rev Educ 63, 381–401 (2017). https://doi.org/10.1007/s11159-017-9644-3

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Keywords

  • Local languages
  • Science teaching and learning
  • Theory of inquiry
  • Rights in education
  • Science literacy
  • Formal and non-formal education