LEADER 05825nam 2200673 450 001 9910460462903321 005 20200520144314.0 010 $a94-6209-947-2 024 7 $a10.1007/978-94-6209-947-0 035 $a(CKB)3710000000342684 035 $a(EBL)1964660 035 $a(OCoLC)900864476 035 $a(SSID)ssj0001452228 035 $a(PQKBManifestationID)11872873 035 $a(PQKBTitleCode)TC0001452228 035 $a(PQKBWorkID)11487407 035 $a(PQKB)11472254 035 $a(DE-He213)978-94-6209-947-0 035 $a(MiAaPQ)EBC3035031 035 $a(nllekb)BRILL9789462099470 035 $a(MiAaPQ)EBC1964660 035 $a(Au-PeEL)EBL3035031 035 $a(CaPaEBR)ebr11012066 035 $a(CaONFJC)MIL764197 035 $a(Au-PeEL)EBL1964660 035 $a(PPN)184496225 035 $a(EXLCZ)993710000000342684 100 $a20150130h20152015 uy| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aLocal languages as a human right in education $ecomparative cases from Africa /$fZehlia Babaci-Wilhite, University of California, USA and University of Oslo, Norway 205 $a1st ed. 2015. 210 1$aRotterdam :$cSense Publishers,$d[2015] 210 4$dİ2015 215 $a1 online resource (149 p.) 225 1 $aComparative and international education : a diversity of voices ;$vvolume 36 300 $aDescription based upon print version of record. 311 $a94-6209-946-4 311 $a94-6209-945-6 320 $aIncludes bibliographical references and indexes. 327 $aPreliminary Material -- Introduction -- Languages Issues in Africa -- Human Rights and Development Theories in Education -- Zanzibar?s New Curriculum -- Comparing Language-in-Education Policies -- Private Education as a Promoter of English -- Conclusion: Local Languages as a Human Right in Education -- References -- About the Author -- Subject Index -- Name Index. 330 $aThere seems to be general agreement that children learn better when they understand what the teacher is saying. In Africa this is not the case. Instruction is given in a foreign language, a language neither pupils nor the teachers understand well. This is the greatest educational problem there is in Africa. This is the problem this book discusses and it is therefore an important book. The recent focus on quality education becomes meaningless when teaching is given in a language pupils do not understand. Babaci-Wilhite concludes that any local curriculum that ignores local languages and contexts risks a loss of learning quality and represent a violation of children?s rights in education. The book is highly recommended. Birgit Brock-Utne, Professor of Education and Development, University of Oslo, Norway Zehlia Babaci-Wilhite?s illuminating African case studies display a mastery of the literature on policies related to not only language policies integrally related to human rights in education, but to the relationship between education and national development. The book provides a paradigm shift from focusing on the issue of schooling access to the very meaning education has for personal and collective identity and affirmation. As such, it will appeal to a wide audience of education scholars, policy makers and practitioners. Robert F. Arnove, Chancellor?s Professor Emeritus of Educational Leadership & Policy Studies, Indiana University, Bloomington, USA A very important and timely book that makes crucial contribution to critical reviews of the policies about languages of instruction and rights in education in Africa. Brilliantly crafted and presented with great clarity the author puts into perspective issues that need to be addressed to improve academic performance in Africa?s educational systems in order to attain the goal of providing education for all as well as restoring rights in education. This can be achieved through critical examination of languages of instruction and of the cultural relevance of the curricula. Definitely required reading for scholars of education and human rights in general, in Africa in particular, as well as for education policy makers. Sam Mchombo, Associate Professor of African Languages and Linguistics, University of California, Berkeley, USA This book contributes to enlighten a crucial academic as well as a democratic and philosophical issue: The right to education and the rights in education, as it is seen in the dilemmas of the right to use your local language. It offers a high-level research and the work is both cutting edge and offers new knowledge to the fields of democracy, human rights and education. The book is a unique contribution to a very important academic discussion on rights in education connecting to language of instruction in schools, politics and power, as well as it frames the questions of why education and language can be seen as a human right for sustainable development in Africa. The actuality of the book is disturbing: We need to take the debate on human rights in education for the children of the world, for their future and for their right to a cultural identity. Inga Bostad, Director of the Norwegian Centre for Human Rights, University of Oslo, Norway. 410 0$aComparative and international education (Sense Publishers) ;$vv. 36. 606 $aNative language and education$zAfrica 606 $aEducation, Bilingual$zAfrica 615 0$aNative language and education 615 0$aEducation, Bilingual 676 $a370 700 $aBabaci-Wilhite$b Zehlia$01040222 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460462903321 996 $aLocal languages as a human right in education$92462911 997 $aUNINA