By Zehlia Babaci-Wilhite
The controversy approximately languages of guideline in Africa and Asia comprises an research of either the old thrust of nationwide executive and in addition improvement reduction rules. utilizing case stories from Tanzania, Nigeria, South Africa, Rwanda, India, Bangladesh and Malaysia, Zehlia Babaci-Wilhite argues that the colonial legacy is perpetuated while international languages are promoted in schooling. using neighborhood languages in guideline not just bargains an efficient capacity to contextualize the curriculum and increase scholar comprehension, but additionally to accomplish caliber schooling and rights in schooling.
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Extra info for Language, Development Aid and Human Rights in Education: Curriculum Policies in Africa and Asia
Development is a long process of struggle for liberation from structures of domination and control, including mental constructs and the use of language. , pp. 12–13) 18 Language, Development Aid, Rights in Education This is in opposition to the Western concept of development, which is generally seen as a process of changing or converting institutions and values in developing countries to match those of the West. Furthermore, Yash Tandon (2008) claims that it is important to distill from the imperially imposed system of values those which are indeed universal and recognized in all cultures and civilizations, though in different forms and languages.
Education that holds its own inherent value is at the center of asset building which expands the real freedom that nations value for both social and economic sustainability. For example, literacy is essential for participation in economic, political and social life, but which kind of literacy are we imparting to children? 27 28 Language, Development Aid, Rights in Education David Pearson (2007) has reminded us how important literacy is, however literacy alone is not sufﬁcient for quality education; it must be linked to subjects that require logical reasoning and veriﬁcation, such as science, and to those that promote skepticism and facilitate the exercise of agency.
Thus, Educational Issues in Africa and Asia 17 the popular notion that the promotion of English as the ofﬁcial language of education creates national unity in developing countries is an illusion. While English may indeed have a beneﬁcial role to play in the overall economic and societal development of developing countries, it should not be assumed that English is the solution to any developmental needs. Nor should it be promoted at the expense of much-needed language education at the local level (Bruthiaux, 2002).
Language, Development Aid and Human Rights in Education: Curriculum Policies in Africa and Asia by Zehlia Babaci-Wilhite