Language, Development Aid and Human Rights in Education

1. Front Matter

   Pages i-xxi

   PDF

2. Introduction: The Paradigm Shift in Language Choices in Education

   • Zehlia Babaci-Wilhite

   Pages 1-13

3. Educational Issues in Africa and Asia

   • Zehlia Babaci-Wilhite

   Pages 14-26

4. Development Aid in Education

   • Zehlia Babaci-Wilhite

   Pages 27-38

5. Educational Aid in a Human Rights Perspective

   • Zehlia Babaci-Wilhite

   Pages 39-47

6. A Rights-Based Approach in North-South Academic Collaboration within the Context of Development Aid

   • Zehlia Babaci-Wilhite

   Pages 48-66

7. Linguistic Rights for Appropriate Development in Education

   • Zehlia Babaci-Wilhite

   Pages 67-85

8. Language-in-Education Policy

   • Zehlia Babaci-Wilhite

   Pages 86-107

9. Experiences in Countries That Have Chosen English as the Language of Instruction

   • Zehlia Babaci-Wilhite

   Pages 108-120

10. Science Literacy and Mathematics as a Human Right

    • Zehlia Babaci-Wilhite

    Pages 121-134

11. Conclusions and Recommendations: Local Languages and Knowledge for Sustainable Development

    • Zehlia Babaci-Wilhite

    Pages 135-145

12. Back Matter

    Pages 146-181

    PDF

The debate about languages of instruction in Africa and Asia involves an analysis of both the historical thrust of national government and also development aid policies. Using case studies from Tanzania, Nigeria, South Africa, Rwanda, India, Bangladesh and Malaysia, Zehlia Babaci-Wilhite argues that the colonial legacy is perpetuated when global languages are promoted in education. The use of local languages in instruction not only offers an effective means to contextualize the curriculum and improve student comprehension, but also to achieve quality education and rights in education.

• curriculum
• development aid
• e-learning
• education
• education policy
• human rights
• literacy
• mathematics
• Policy

"Drawing on extensive personal research and comprehensive literature reviews, Dr. Zehlia Babaci-Wilhite's new book is a tour-de-force analysis of the continuing colonization of the mind fostered by the use of European languages in basic schooling in many African and Asian countries. This linguistic imperialism is meticulously connected to issues of education equity and quality, children's rights, international aid, and development. The book is a must-read for comparative and international educators." - Steven J. Klees, Harold R. W. Benjamin Professor of International & Comparative education, University of Maryland, USA

"This book contributes to enlighten a crucial academic as well as a democratic and philosophical issue: 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." - Inga Bostad, Professor of Philosophy & Director of the Norwegian Centrefor Human Rights, University of Oslo, Norway

"This book illuminates the use of local languages of instruction and local curriculum for quality learning which is not only a human right worldwide, but it is also a 'fundamental' human right. Recommended to education scholars, policy makers and practitioners." - Jerome I. Okonkwo, Professor of Philosophy & Vice Chancellor Administrator, Imo State University, Nigeria.

• Graduate School of Education, University of California, Berkeley, USA

  Zehlia Babaci-Wilhite

• Norwegian Centre for Human Rights, University of Oslo, Norway

  Zehlia Babaci-Wilhite

Zehlia Babaci-Wilhite is Visiting Assistant Professor at the University of California-Berkeley, USA and a Research Affiliate at the Norwegian Center for Human Rights, University of Oslo, Norway. She has numerous publications and taught courses in Norway, Japan, India, France & Nigeria on issues related to language and culture, development & human rights.

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