Volume 64, Issue 6

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December 2018

Special Issue on Using a narrative approach to researching literacy and non-formal education in Africa and Asia

Issue Editor:

Birgit Brock Utne

12 articles in this issue

Using a narrative approach to researching literacy and non-formal education in Africa and Asia
Birgit Brock-Utne
Introduction 02 November 2018 Pages: 701 - 711
Researching language and culture in Africa using an autoethnographic approach
Birgit Brock-Utne
Original Paper 26 September 2018 Pages: 713 - 735
“If you don’t have English, you’re just as good as a dead person”: A narrative of adult English language literacy within post-apartheid South Africa
Anna Kaiper
Original Paper 04 August 2018 Pages: 737 - 757
Oral traditions: An aid to implementation of mother tongue-based multilingual education in the Philippines’ basic education programme
Genevieve Jorolan-Quintero
Original Paper 15 September 2018 Pages: 759 - 777
The effectiveness of teaching science subjects through English medium: A narrative analysis of teacher experiences and perceptions in Sri Lankan secondary schools
Lakshman Wedikkarage
Original Paper 01 November 2018 Pages: 779 - 801
Towards achieving the Sustainable Development Goals: Revisiting language of instruction in Tanzanian secondary schools
Mwajuma Vuzo
Original Paper 16 August 2018 Pages: 803 - 822
Community elders’ narrative accounts of ubuntu translanguaging: Learning and teaching in African education
Leketi Makalela
Original Paper 01 November 2018 Pages: 823 - 843
My face is more than me. A Nordic researcher in the South: An autoethnographic retrospective perspective
Torill Aagot Halvorsen
Original Paper 15 September 2018 Pages: 845 - 864
Adult learning in modern societies: An international comparison from a life-course perspective
Alan Rogers
Book Review 17 August 2018 Pages: 865 - 866
Mobile learning through digital media literacy
Daniel H. Jarvis
Book Review 17 August 2018 Pages: 867 - 870
Education, social progress, and marginalized children in sub-Saharan Africa: Historical antecedents and contemporary challenges
Vandra Lea Masemann
Book Review 12 November 2018 Pages: 871 - 874
Global citizenship education: A critical introduction to key concepts and debate
Darko Štrajn
Book Review 29 October 2018 Pages: 875 - 877

Volume 64, Issue 6

Using a narrative approach to researching literacy and non-formal education in Africa and Asia

Researching language and culture in Africa using an autoethnographic approach

“If you don’t have English, you’re just as good as a dead person”: A narrative of adult English language literacy within post-apartheid South Africa

Oral traditions: An aid to implementation of mother tongue-based multilingual education in the Philippines’ basic education programme

The effectiveness of teaching science subjects through English medium: A narrative analysis of teacher experiences and perceptions in Sri Lankan secondary schools

Towards achieving the Sustainable Development Goals: Revisiting language of instruction in Tanzanian secondary schools

Community elders’ narrative accounts of ubuntu translanguaging: Learning and teaching in African education

My face is more than me. A Nordic researcher in the South: An autoethnographic retrospective perspective

Adult learning in modern societies: An international comparison from a life-course perspective

Mobile learning through digital media literacy

Education, social progress, and marginalized children in sub-Saharan Africa: Historical antecedents and contemporary challenges

Global citizenship education: A critical introduction to key concepts and debate

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