115

REFERENCES

ADEA. (2001). What works and what’s new in education: Africa speaks! Report from a prospective, stocktaking review of education in Africa. Paris: ADEA- International Institute for Educational Planning.

Afolayan, A. (1990). Bilingualism and bilingual education in Nigeria. In C. Paulston (Ed.), International handbook of bilingualism and bilingual education. New York, NY: Cambridge University Press.

Aikman, S. (1995). Language, literacy and bilingual education. An Amazon people’s strategies for cultural maintenance. International Journal of Educational Development, 15(4), 411–422.

Akande, A. T., & Salami, L. O. (2010). Use and attitudes towards Nigerian Pidgin English among Nigerian University Students. In R. Millar & R. McColl (Eds.), Marginal dialects: Scotland, Ireland and beyond (pp. 70–89). Aberdeen: Forum for research on the languages of Scotland and Ireland.

Alidou, H. (2003). Medium of instruction in post-colonial Africa. In J. W. Tollefson & A. Tsui (Eds.), Medium of instruction policies: Which agenda? Whose agenda? (pp. 195–214). Mahwah, NJ: Lawrence Erlbaum Publishers.

Alidou, H., & Brock-Utne, B. (2011). Teaching practices – teaching in a familiar language. In A. Ouane & C. Glanz (Eds.), Optimising learning, education and publishing in Africa: The language factor. A review and analysis of theory and practice in mother-tongue bilingual education in sub-Saharan Africa (pp. 159–185). Hamburg/Tunis: UNESCO Institute for Lifelong Learning/Association for the Development of Education in Africa.

Alkire, S. (2002). Valuing freedoms: Sen‘s capability approach and poverty reduction. New York, NY: Oxford University Press.

Arnove, R. F. (1980, February). Comparative Education and World-Systems Analysis. The comparative and international education society. Comparative Education Review, 24, 48–62.

Arnove, R. F. (2003). Comparative education: The dialectic of the global and the local. Lanham, MD: Rowman & Littlefield Publishers, Inc.

Arnove, R. F. (2009). World-Systems analysis and comparative education in the age of globalization. In R. Cowen & A. M. Kazamias (Eds.), International handbook of comparative education (pp. 101–109).New York, NY: Springer.

Arnove, R. F. (2012). Globalization, diversity, and education. In J. A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 2, pp. 1006–1014). Thousand Oaks, CA: Sage Publications.

Arnove, R. F., Franz, S., Mollis, M., & Torres, C. A. (2003). Education in Latin America: Dependency, underdevelopment, and inequality. In R. F. Arnove & C. A. Torres (Eds.), Comparative education: The dialectic of the global and the local (pp. 313–337). Lanham, MD: Rowman & Littlefield Publishers.

Arnove, R., & Arnove, A. (1998). Issues in post-colonial languages policies: Essentialim vs universalism. Cape Town: WCCES.

Asmah, H. 0. (1992). The linguistic scenery in Malaysia. Kuala Lumpur, Malaysia: Dewan Bahasa dan Pustaka, Ministry of Education.

Babaci-Wilhite, Z. (2010). Why is the choice of the language of instruction in which students learn best seldom made in Tanzania? In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), Educational challenges in multilingual societies: LOITASA phase two research (pp. 281–305). Cape Town: African Minds.

Babaci-Wilhite, Z. (2012a). Local language of instruction for quality learning and social equity in Tanzania. In A. S. Yeung, E. L. Brown, & C. Lee (Eds.), Communication and language: Barriers to cross-cultural understanding (pp. 3–23). Charlotte, NC: Information Age Publishing.

Babaci-Wilhite, Z. (2012b). A right based approach to Zanzibar’s language-in-education policy. Special issue on right based approach and globalization in Education. World Study of Education, 13(2), 17–33.

Babaci-Wilhite, Z. (2013a). An analysis of debates on the use of a global or local language in education: Tanzania and Malaysia. In D. Brook Napier & S. Majhanovich (Eds.), Education, dominance and identity (Vol. 3, pp. 121–133). Rotterdam: Sense Publishers.

REFERENCES

116

Babaci-Wilhite, Z. (2013b). The new education curriculum in Zanzibar: The rationale behind it. In Z. Desai, M. A. S. Qorro, & B. Brock-Utne (Eds.), The role of language in teaching and learning science and mathematics: LOITASA phase two research (pp. 127–151). Cape Town: African Minds.

Babaci-Wilhite, Z. (2014a). (Ed.). Giving space to African voices: Right in local languages and local curriculum. Rotterdam: Sense Publishers.

Babaci-Wilhite, Z. (2014b). New perspectives on language and literacy in Africa and Asia. Imo State University Inaugural lecture. Owerri, Imo State, Nigeria.

Babaci-Wilhite, Z. (Forthcoming). E-Learning Science Literacy as a human right in education in Africa. Paper to be presented at the conference of the International Society of Comparative Education, Science and Technology (ISCEST) in Bayelsa, Nigeria.

Babaci-Wilhite, Z. (Forthcoming). Enabling E-learning through science literacy for the digital 21st century as a right in education: The case of Zanzibar. In E. L. Brown, A. Krasteva, & M. Ranieri, (Eds.), E-learning & social media: Education and citizenship for the digital 21st century (Vol. 10). Charlotte, NC: Information Age Publishing.

Babaci-Wilhite, Z., & Geo-JaJa, M. A. (2011). A critique and rethink of modern education in Africa’s development in the 21st century. Papers in education and development (PED). Journal of the School of Education, 30, 133–154.

Babaci-Wilhite, Z., & Geo-JaJa, M. A. (2014a). Localization of instruction as a right in education: Tanzania and Nigeria language-in-education’s policies. In Z. Babaci-Wilhite (Ed.), Giving Space to African Voices: Right in local languages and local curriculum (Vol. 33, pp. 3–19). Rotterdam: Sense Publishers.

Babaci- Wilhite, Z., & Geo-JaJa, M. A. (2014b). Human rights in development aid: Nordic case for education in Tanzania. In E. L. Brown, P. C. Gorski, & G. Lazaridis (Eds.), Intersection of poverty, class, and schooling. Global perspectives on economic justice and educational equity (pp. 3–23). Charlotte, NC: Information Age Publishing.

Babaci-Wilhite, Z., Geo-JaJa, M. A., & Lou, S. (2012). Education and language: A human right for sustainable development in Africa. International Review of Education, 58(5), 619–647. doi: 10.1007/s11159-012-9311-7

Bakahwemama, J. (2010). What is the difference in achievement of learners in selected Kiswahili and english-medium primary schools in Tanzania? In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), Educational challenges in multilingual societies: LOITASA phase two research (pp. 204–228). Cape Town: African Minds.

Baker, D. P. (2009). The invisible hand of world education culture. In S. G. Plank & B. Schneider (Eds.), Handbook of education policy research. New York, NY: Routledge.

Baker, D. P., & Le Tendre, G. (2005). National differences, global similarities: World culture and the future of schooling. Stanford, CA: Stanford University Press.

Bamgbose, A. (1976). Mother tongue education: The West African experience. London: Hodder and Stoughton Ltd.

Bamgbose, A. (1982). Standard Nigerian english: Issues of identification. In B. Kachru (Ed.), The other tongue: English across cultures (pp. 99–111). Oxford: Pergamon Press.

Bamgbose, A. (1984). Mother tongue medium and scholastic attainment in Nigeria. Prospects, 16(1), 87–93.

Bamgbose, A. (2000). Language and exclusion: The consequences of language policies in Africa. Münster, Hamburg, London: LIT.

Bamgbose, A. (2003). A recurring decimal: English in language policy and planning. World Englishes, 22(4), 413–431.

Bamgbose, A. (2005). Mother-tongue education: Lessons from the Yoruba experience. In B. Brock-Utne & R. K. Hopsen (Eds.), Language of instruction for African emancipation: Focus on post-colonial contexts and considerations (pp. 231–257). Cape Town: CASAS and Mkuki na Nyota Publishers.

Barber, J. (2005). The seeds of science/roots of reading inquiry framework. Retrieved from http://scienceandliteracy.org/sites/scienceandliteracy.org/files/biblio/barber_inquirycycle_pdf_54088.pdf

Benson, C. (2010). Language of instruction as the key to educational quality: Implementing mother-tongue-based multilingual education. Policy brief. Stockholm: Swedish International Development Authority.

REFERENCES

117

Bernstein, B. (1971). On the classification and framing of educational knowledge. In M. Young (Ed.), Pedagogy, symbolic control and identity. Oxford: Rowman & Littlefield.

Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Whose knowledge counts? How is knowledge constructed? Lambton Quay, Wellington: Dunmore Press.

Bostad, I. (2013). Right to education- for all? The quest for a new humanism in globalization. World Studies in Education, 14(1),7–16.

Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.Breidlid, A. (2009). Culture, indigenous knowledge systems and sustainable development: A critical view of

education in an African context. International Journal of Educational Development, 29(2009), 140–148.Brock-Utne, B. (2000). Whose education for all? The recolonization of the African mind. Seoul: Home

Publishing Co. (Reprinted by Africancbooks.org)Brock-Utne, B. (2002). Stories of the hunt – Who is writing them? In C. Odora Hoppers(Ed.), Indigenous

knowledge and the integration of knowledge systems. Towards a philosophy of articulation (pp. 237–257). Claremont: New Africa Education.

Brock-Utne, B. (2005). The continued battle over Kiswahili as the language of instruction in Tanzania. In B. Brock-Utne & R. K. Hopson (Eds.), Languages of instruction for African emancipation: Focus on postcolonial contexts and considerations (pp. 51–87). Cape Town: CASAS.

Brock-Utne, B. (2007). Learning through a familiar language versus learning through a foreign language- A look into some secondary school classrooms in Tanzania. International Journal of Educational Development, 27(5), 487–498.

Brock-Utne, B. (2011, September 16). Language and inequality: Global challenges to education. BAICE Presidential Address at the 11th UKFIET International Conference, Oxford.

Brock-Utne, B. (2012). Language policy and science: Could some African countries learn from Asian countries? International Review of Education, 58(4), 481–503. doi: 10.1007/s11159-012-9308-2

Brock-Utne, B., & Garbo G. (Eds). (2009). Language and power. Implications of language for peace and development. East Lansing, MI: Michigan State University Press.

Brook Napier, D. (2011). Critical issues in language and education planning in twenty first century in South Africa. US-China Education Review B (Vol. 1, pp. 58–76). New York, NY: David Publishing.

Bruthiaux, P. (2002). Hold your courses: Language education, language choice, and economic development. TESOL Quarterly, 36, 275–296.

Buchert, L. (1994). Education in the development of Tanzania 1919-1990. Athens, OH: Ohio University Press.

Bull, H., & Watson, A. (Eds). (1995). The expansion of international society. Oxford: Clarendon Press.Bunyi, G. (1999). Rethinking the place of African indigenous languages in African education.

International Journal of Educational Development, 19(4), 337–350.Carney, S., Rappleye, J., & Silova, I. (2012). World culture theory and comparative education.

Comparative Education Review, 56 (3), 366–394.Carnoy, M. (1999). Globalization and education reform: What planners need to know? Paris: United

Nations Educational, Scientific and Cultural organization.Carnoy, M. (2007). Cuba’s academic advantage. Palo Alto, CA: Stanford University Press.Cavanagh, S. (2009). Curriculum matters, Malaysia reverts to teaching math and science in native.

Education Week. Retrieved from http://blogs.edweek.org/edweek/curriculum/2009/07/malayonly_math_and_science.html

Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631–659.

Cervetti, G. N., Pearson, P. D., Barber, J., Hiebert, E. H., & Bravo, M. A. (2007). Integrating literacy and science: The research we have, the research we need. New York, NY: Guilford.

Cervetti, G. N., Pearson, P. D., Bravo, M. A., & Barber, J. (2005). Reading and writing in the service of inquiry-based science. Oakland, CA: Regents of the University of California.

Chambers, R. (1997). Whose reality counts?: Putting the first last. London: Intermediate Technology Development Group Publishing.

REFERENCES

118

Chisholm, L., & Leyendecker, R. (2008). Curriculum reform in post-1990s sub-Saharan Africa. International Journal of Educational Development, 28(2), 195–205.

Colclough, C. (1993). Primary schooling in developing countries: The unfinished business. In T. Allsop & C. Brock (Eds.), Oxford studies in comparative education (Vol.3(2), pp. 47–57). Wallingford, CT: Triangle Books.

Cooke, J., & Williams, E. (2002). Pathways and labyrinths: Language and education in development. TESOL Quarterly, 36, 297–322.

Crossley, M. (2000). Bridging cultures and traditions in the reconceptualization of comparative and international education. Comparative Education, 36(3), 319–332.

David, M. K. (2007, November). Changing language policies in Malyasia: Ramifications and implications. Paper presented at the 2nd International Conference on Language, Education and Diverstiy held at the University of Waikato- Hamilton, New Zealand.

De Feiter, L. P., Vonk, H., & Van der Akker, J. (1995). Towards more effective teacher development in Southern Africa. Amsterdam: VU University Press.

Desai, Z. (2004). Starting a research project: Some lessons to be learnt. In B. Brock-Utne, Z. Desai, & M. A. Qorro (Eds.), Researching the language of instruction in Tanzania and South Africa (pp. 117–131). Cape Town: African Minds.

Dikshit, O. (1974). Students should be encouraged to think in a foreign language. Journal of the Nigerian English Studies Association, 6(2), 47–52.

Dreze, J., & Sen, A. (2002). India: Development and participation. Oxford: Oxford University Press.Dyer, C. (1999). Researching the implementation of educational policy: A backward mapping approach.

Comparative Education, 35(1), 45–61.Education for All (EFA) Assessment. (2000). Global synthesis. Paris: UNESCO Publishing. Retrieved

from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/

Education for All (EFA). (2005). EFA global monitoring report. Paris: UNESCO Publishing. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2005-quality/

Egbe, G. B., Bassey, B. U., & Otu, R. O. (2004). Beyond academic reading: Encouraging popular reading for life-long learning. Literacy and Reading, 8(1), 54–58.

Emenanjo, E. N. (2008). Languages and the national policy on education policy on education: Implications and prospects. Retrieved from http://fafunwafoundation.tripod.com/fafunwafoundation/id9.html

Erstad, O., Gilje, O., Sefton-Green, J., & Vasbo, K. (2009). Exploring “learning lives”: Community, identity, literacy and meaning. Literacy, 43(2), 100–106.

Fafunwa, B. A. (1990). Using national languages in education: A challenge to African educators. In UNESCO/UNICEF, African thoughts on the prospects of educational for all (pp. 97–110). Selections from papers commissioned for the regional consultation on Education for All. Dakar.

Fafunwa, B. A., Mitchel, J. I., & Yoloye, J. A. F. (Eds.). (1989). Education in mother tongue: The life primary education research project. Ibadan: University Press Limited.

Fanon, F. (1967). Black skin, White masks. New York, NY: Grove Press.Ferraro, V. (1996/2008). Dependency theory: An introduction. In G. Secondi (Ed.), The development

economics reader (pp. 58–64). London: Routledge.Foucault, M. (1988). Power, moral values, and the intellectual. An interview with Michel Foucault by

Michael Bess. History of the Present, 4, 1–2.Frank, A. G. (1966). The development of underdevelopment. The Monthly Review, 18(4), 17–31.Freire, P. (1970/1993). Pedagogy of the oppressed. London: Penguin Books, Ltd.Freire, P. (1977). Guinea Bissau: Record of an ongoing experience. Convergence (Toronto, International

Council for Adult Education), 10(4), 11–28.Fullan, M. (1991). The new meaning of educational change (2nd ed.). London: Cassell.Galabawa, J. (2002). The language strategy of education and development. Paper Presented to the

launch Workshop of Language Instruction in Tanzania and South Africa (LOITASA), Morogoro, Tanzania.

REFERENCES

119

Galabawa, J., & Lwaitama A. F. (2005). A comparative analysis of performance in Kiswahili and english as languages of instruction at secondary level in selected Tanzania Schools. In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), LOITASA research in progress (pp. 139–159). Dar es Salaam: KAP Associates.

Galtung, J. (1971). A structural theory of imperialism. Journal of Peace Research, 8(2), 81–117.Geo-JaJa, M. A. (2004). Decentralization and privatization of education in Africa: Which option for

Nigeria? Special Issue of International Review of Education, 50(3–4), 309–326.Geo-JaJa, M. A. (2006). Educational decentralization, public spending, and social justice in Nigeria.

International Review of Education, 52(1–2), 129–153.Geo-JaJa, M. A. (2009). Can globalization in Nigeria’s Niger delta be humanized for integration and

development? In B. Brock-Utne & G. Garbo (Eds.), Language and power: Implications of language for peace and development. East Lansing, MI: Michigan State University Press.

Geo-JaJa, M. A. (2011, May). What education of classroom for keeping pace with 21st century inclusive development in Africa? Paper presented at SUZA, Zanzibar.

Geo-JaJa, M. A. (2013). Education localization for optimizing globalization’s opportunities and challenges in Africa. In M. A. Geo-JaJa & S. Majhanovich (Eds.), Globalization, education and development. Rotterdam: Sense Publishers.

Geo-JaJa, M. A., & Azaiki, S. (2010). Development and education challenges in the Niger Delta in Nigeria. In M. A. Geo-JaJa & S. Majhanovich (Eds.), Education, language, and economics: Growing national and global dilemmas (pp. 53–69). Rotterdam: Sense Publishers.

Geo-JaJa, M. A., & Mangum G. (2003). Economic adjustment, education and human resource development in Africa: The case of Nigeria. International Review of Education, 49(3–4), 293–318.

Geo-JaJa, M. A., & Mangum, G. (2001). Structural adjustment as an inadvertent enemy of human development in Africa. Journal of Black Studies, 32(1), 30–50.

Geo-JaJa, M. A., & Yang, X. (2003). Rethinking globalization in Africa. Chimera, 1(1), 19–28.Gill, S. K. (2005). Language policy in Malaysia. Reversing Direction, 4(3), 241–260.Goldenberg, C. (2008). Teaching english language learners: What the research does-and does not-say.

American Educator, 32(1), 8–22.Haddad, W. (1995). Education policy-planning process: An applied framework; fundamentals of

educational planning. Paris: UNESCO/IIEP.Haki Elimu, L. (2009, February 29) Science classroom on Global warming issues [Video file]. Retrieved

from http://www.youtube.com/watch?v=3uxaBP8gsG4&feature=relatedHassan, A. (1988). Bahasa Sastera Buku Cetusan Fikiran. Kuala Lumpur: Dewan Bahasa dan Pustaka.Hassan, R. (2003). Globalization, literacy and ideology. World Englishes, 22(4), 433–448.Heneveld, W., & Craig, H. (1996). Schools counts: World Bank project designs and the quality of primary

education in Sub-Saharan Africa. Washington, DC: The World Bank.Heng, C. S., & Tan, H. (2006). English for mathematics and science: Current Malaysian language-in-

education policies and practices. Language and Education, 20(4), 306–321. ISSN 0950-0782Heugh, K. (2004). Is multilingual education really more expensive? In J. F. Pfaffe (Ed.), Making

multilingual education a reality for all (pp. 212–233). Zomba: Centre for Language Studies.Heugh, K. (2006). Cost implications of the provision of mother tongue and strong bilingual models of

education in Africa. In A. Ouane & C. Glanz (Eds.), Optimising learning and education in Africa – the language factor: A stock-taking research on mother tongue and bilingual education in sub-Saharan Africa (pp. 255–289). Hamburg: UNESCO Institute for Lifelong Learning (UIL) and Association for the Development of Education in Africa (ADEA).

Heugh, K. (2011). Theory and practice – language education models in Africa: Research, design, decision-making and outcomes. In A. Ouane & C. Glanz (Eds.), Optimising learning, education and publishing in Africa: The language factor. A review and analysis of theory and practice in mother tongue bilingual education in sub-Saharan Africa (pp. 105–157). Hamburg/Tunis: UNESCO Institute for Lifelong Learning/Association for the Development of Education in Africa.

Higgins, E. (2004). Marching to different drums: exploring the gap between policy and practice in the education sector in Uganda (Unpublished PhD Thesis). University of Bristol, UK.

REFERENCES

120

Ishumi, A. (1985). Educational research in Tanzania – Some issues. In A. G. Ishumi, D. Komba, Y. M. Bwatwa, J.Mosha Herme, N. Katunzi, & S. T. Mahenge (Eds.), Educational research in Tanzania (Papers in Education and Development; 10) (pp. 2–23). University of Dar es Salaam: Department of Education.

Ismail, M. J. (2005, July). Experiencing language education in Zanzibar (Submitted in partial fulfillment of the requirements for the degree of Master of Education (TESOL-International)). Faculty of Education, Monash University, Australia.

Ismail, M. J. (2007). English in Zanzibar: Triumphs, trials and tribulations: NAWA. Journal of Language and Communication, 1(2), 1–13.

Ismail, M. J. (2013). Being and becoming a teacher of english: A study of teacher educators and their students in postcolonial Zanzibar (PhD thesis). Monash University, Australia.

Ismail, M. J. (2014). Infusing a rights-based approach in initial teacher education in postcolonial Zanzibar: Critical insiders’perspectives. In Z. Babaci-Wilhite (Ed.), Giving space to African voices: Right in local languages and local curriculum (Vol. 33, pp. 173–195). Rotterdam: Sense Publishers.

John, J. C. (2010). What is the difference in the quality of education provided by government and private primary schools in Tanzania? A comparative study. In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), Educational challenges in multilingual societies: LOITASA phase two research (pp. 229–253). Cape Town: African Minds.

Kachru, B. (1990). World englishes and applied linguistics. World Englishes 9(1), 3–30.Kadeghe, M. (2003). In defense of continued use of english as the language of instruction in secondary

and tertiary education in Tanzania. In B. Brock-Utne, Z. Desai, & M. A. S, Qorro (Eds.), Language of instruction in Tanzania and South Africa (LOITASA) (pp. 150–170). Dar es Salaam, The United Republic of Tanzania: E & D Limited.

Kimizi, M. M. (2012). Language and self-confidence: examining the relationship between language of instruction and students’ self-confidence in Tanzanian secondary education (PhD dissertation). Institute for Educational Research, Faculty of Education. University of Oslo, Norway.

Ki-Zerbo, J. (1990). Educate or perish: Africa’ impass and prospects. Dakar, Senegal: BREDA with WCARO (UNESCO-UNICEF, Western-Africa).

Kosonen, K. (2010). Cost-effectiveness of first language-based bilingual & multilingual education. In K. Pushker (Ed.), Multilingual education in Nepal Kathmandu: Language development (pp. 27–33). Centre-Nepal.

Kvale, S., & Brinkmann, S. (2009). Interviews (2nd ed.). Thousand Oaks, CA: Sage.Loona, S. (1996, October). “?Monolinguismo es curable (Monolingualism can be cured)?” In J. De Heer-

Dehue (Ed.), Intercultural education and education of migrant children practice and perspectives. Comenius action 2 seminar (pp. 129–154). utrecht, The Netherlands: Stichting Promitie Talen.

Lwaitama, A. F. (2004). Local knowledge and Indigenous Science: Nyerere‘s Philosophy of Education and Poverty Alleviation. In J. Galabawa & A. Norman (Eds.), Education, poverty and inequality. United Republic of Tanzania: Dar es Salaam, BERRIPA Project, Faculty of Education. University of Dar es Salaam.

Lwaitama, A. F., & Rubagumya, C. M. (1990). The place of English in Tanzanian education system: The political and economic dimensions to the current and alternative language policy options. Journal of Linguistics and Language Education, 4(4).

Machingaidze, T., Pfukani, P., & Shumba, S. (1998). The quality of education: Some policy suggestions based on a survey of schools. Zimbabwe, Paris: IIEP.

Majhanovich, S. (2013a). English as a tool of neo-colonialism and globalization in Asian contexts. In Y. Hébert & A. Abdi (Eds.), Critical perspectives in international education (pp. 249–262). Rotterdam: Sense Publishers.

Majhanovich, S. (2013b). How the english language contributes to sustaining the Neo-liberal agenda: Another take on the strange non-demise of Neo-liberalism. In S. Majhanovich & M. A. Geo-JaJa (Eds.), Economics, aid and education: Implications for development (pp. 79–96). Rotterdam: Sense Publishers.

Majhanovich, S. (2014). Neo-liberalism, globalization, language policy and practice. Asia-Pacific Region, Asian-Pacific Journal Education, 34(2), 168–183.

REFERENCES

121

Makalela, L. (2005). We speak eleven tongues. reconstructing multilingualism in South Africa. In B. Brock-Utne & R. K. Hopson (Eds.), Languages of instruction for African emancipation: Focus on postcolonial contexts and considerations (pp. 147–175). Cape Town: CASAS.

Malekela, G. (2003). English as a medium of instruction in post-primary education in Tanzania: Is it a fair policy to the learner? In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), LOITASA language of instruction in Tanzania and South Africa (pp. 102–112). Dar es Salaam: E & D Limited Publishers.

Mazrui, A. (1997). The world bank, the language question and the future of African Education. Race & class. A Journal for Black and Third World Liberation, 38(3), 35–49.

Mazrui, A. (2002). The english language in African education: Dependency and decolonization. In J. Tollefson (Ed.), Language policies in education: Critical issues (pp. 267–281). Mahwah, NJ: Lawrence Erlbaum Associates.

Mazrui, A. (2003). English in Africa: After the Cold War. Sydney: Multilingual Matters Ltd.Mchombo, S. (2014). Language, learning, and education for all in Africa. In Z. Babaci-Wilhite (Ed.),

Giving space to African voices: Right in local languages and local curriculum (Vol. 33, pp. 21–48). Rotterdam, The Netherlands: Sense Publishers.

McGinn, N. F. (1997). Not decentralization but integration. In K. Watson, C. Modgil, & S. Modgil (Eds.), Power and responsibility in education. London: Cassell.

Meyer, J. W. (1992). School knowledge for the masses: World models and national primary curricular categories in the twentieth century. London: Falmer.

Ministry of Education and Vocational Training (MoEVT). (2005). Evaluation of the Orientation Secondary Class (OSC) Zanzibar May –June 2005 –Consultancy Report by Pauline Rea –Dickins, John Clegg and Casmir Rubagumya funded by the Swedish International Development Cooperation Agency (SIDA). Dar es Salaam, Tanzania: Ministry of Education and Vocational Training.

Ministry of Education and Vocational Training (MoEVT). (2007, October 10). Zanzibar Education Development Consortium (ZEDCO). Dar es Salaam, Tanzania: Ministry of Education and Vocational Training.

Ministry of Education and Vocational Training (MoEVT). (2008, September). Education Sector Development Programme (ESDP) Education Sector Development Committee. Dar es Salaam, Tanzania: Ministry of Education and Vocational Training.

Ministry of Education and Vocational Training (MoEVT). (2011). Zanzibar, ten years of education development 2000-2010. Zanzibar: Ministry of Education and Vocational Training.

Ministry of Education, Culture and Sports (MECS). (2005, February). Zanzibar education policy. Stown Town: Working group on Development of Zanzibar Education Policy.

Ministry of Education, Culture and Sports Zanzibar (MOECS). (2003). Mid-term Review of the Zanzibar Education Master Plan -1996-2001- Interim Report. Presented to the Ministry of Education, Culture and Sports Government of Zanzibar and UNESCO. Dar-es- Salaam Office.

Mori, I., & Baker, D. P. (2010). The origin of universal shadow education: What the supplemental education phenomenon tells us about the postmodern institution of education. Asia Pacific Education Review, 11(1), 36–48.

Mulokozi, M. M. (1991). English versus Kiswahili in Tanzania’s secondary education. In J. Blommaert (Ed.), Swahili studies: Essays in honour of Marcel van Spaandonck (pp. 7–16). Gent: Academie Press.

Mulokozi, M. M. (2000). Kiswahili as a national and international language, institute of Kiswahili research. Tanzania: University of Dar es Salaam,.

Mulokozi, M. M., Rubanza Y., Senkoro F. E. M. K., Kahigi K. K., & Omari, S. (2008, November). Report of the 3rd secondary school Kiswahili language textbooks writing workshop- [Arts Books Workshop]. Morogoro: Amabilis Catholic Center.

Mwinsheikhe, H. M. (2002). Science and the language barrier: Using Kiswahili as a medium of instruction in Tanzania Secondary Schools as a strategy of improving student participation and performance in science. Oslo: Institute for Educational Research.

Nassor, S., & Mohammed, K. A. (1998). The quality of education: Some policy suggestions based on survey of schools, Southern Africa Consortium for Monitoring Educational Quality (SACMEQ). Paris: Ministry of Education Zanzibar and UNESCO. Retrieved from http://unesdoc.unesco.org/images/0011/001151/1151373eo.pdf

REFERENCES

122

National Policy on Education. (2004). Federal Republic of Nigeria. NPE (4th ed.). Lagos: Federal Government Press.

Ngugi wa Thiong’o, J. (1993). Moving the centre: The struggle for cultural freedoms. Islington, London: James Curry Ltd.

Ngugi wa Thiong’o, J. (1994). Decolonising the mind: The politics of language in African literature. London: James Curry Ltd.

Nkamba, M., & Kanyika, J. (1998). The quality of education: Some policy suggestions based on a survey of schools (SACMEQ Policy Research No. 5). Zambia. Paris: IIEP.

Nussbaum, M. (1998). Capabilities and human rights. Fordham Law Review, 66(2). Retrieved from http://heinonline.org/HOL/Page?handle=hein.journals/flr66&div=18&g_sent=1&collection=journals

Nussbaum, M. (2011). Creating capabilities: The human development approach. Cambridge, MA: Harvard University Press.

Nyerere, J. K. (1967/1968). Education for self-reliance. In J. K. Nyerere (Ed.), Ujamaa, essays on socialism (pp. 44–75). Dar es Salaam: Oxford University Press.

O’Sullivan, M. (2002). Reform implementation and the realities within which teachers work: A Namibian case study. Compare, 32(2), 219–237.

Obanya, P. (1999). Popular fallacies on the use of African languages in education. Social Dynamics, 25(1), 81–100.

Odora, C. H. (Ed.). (2002). Stories of the hunt – Who is writing them? Indigenous knowledge and the integration of knowledge systems. Towards a philosophy of articulation (pp. 237–257). Claremont: South Africa: New Africa Education.

Office of the High Commissioner for Human Rights. (1996–2014). What are human rights? Retrieved From http://www.ohchr.org/EN/Pages/WelcomePage.aspx

Ogunsuji, Y. (2003). A critical assessment of educational and political language policy documents in Nigeria. In L. Oyeleye & M. Olateju (Eds.), Reading in language and literature. Nigeria: Obafemi Awolowo Univerisity Press Limited.

Okanlawon, K. (1987). Emergent issues in Nigerian education (Vol. 1). Lagos: Joja Press Limited.Okonkwo, C. E. (1983). Language development in Nigerian education – 1800 to 1980. Journal of

Research in Curriculum, 1(2), 78–92.Okonkwo, J. I. (2014). Appropriate language in education: The strategy for national development in

Nigeria. In Z. Babaci-Wilhite (Ed.), Giving Space to African Voices: Right in local languages and local curriculum (Vol. 33, pp. 131–146). Rotterdam: Sense Publishers.

Olarenwaju, A. O. (2008). Using Nigerian languages as media of instruction to enhance scientific and technological development: An action delayed. Lagos, Nigeria: Fafunwa Foundation Internet Journal of Education. Retrieved June 16, 2011 from http://fafunwafoundation.tripod.com/fafunwafoundation/id10.html

Omojuwa, J. (2005). Laying a strong foundation for higher level of reading achievement: Problems and prospects. Journal of Applied Literacy and Reading, 2, 7–15.

Osungbemiro, N. R., Olaniyan, R. F., Sanni, R. O., & Olajuyigbe, A. O. (2013, July). Use of indigenous languages of media of instruction in teaching of biology (A case study of some selected secondary schools in Ondo West Local Government, Ondo State, Nigeria). Cambridge Business & Economics conference, Ondo State, Nigeria. ISBN: 9780974211428.

Othman, H. (2008, May). Democracy and language in Tanzania. Paper presented at the Conference on the Implications of Language for Peace and Development, Institute for Educational Research, University of Oslo, Norway.

Ouane, A., & Glanz, C. (Eds.). (2006). Optimising learning and education in Africa – the language factor: A stock-taking research on mother tongue and bilingual education in sub-Saharan Africa. Hamburg: UNESCO Institute for Lifelong Learning (UIL) and Association for the Development of Education in Africa (ADEA).

Pearson, P. D. (2007). An endangered species act for literacy education. Journal of Literacy Research, 39(2), 145–162.

REFERENCES

123

Pearson, P. D., & Hiebert, E. H. (2013). Understanding the common core state standards. In L. Morrow, T. Shanahan, & K. K. Wixson (Eds.), Teaching with the common core standards for english language arts: What educators need to know (Book 1: Grades PreK-2; Book 2: Grades 3-5) (pp. 1–21). New York, NY: Guilford Press.

Pearson, P. D., Moje, E., & Greenleaf, C. (2007). Literacy and science: Each in the service of the other. Science, 328(5977), 459–463.

Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328, 459–463. doi: 10.1126/science.1182595

Pennycook, A. (1994). The cultural politics of english as an international language. In Teacher talking to teacher (Vol. III, No. 3, pp. 21–23). Harlow, Essex, UK: Longman Group Limited. Retrieved October 6, 2012 from http://www.tnewfields.info/Articles/PDF/reviewPennycook.pdf

Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.Phillipson, R. (2000). (Ed.). Rights to language. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN

0-8058-3835-XPogge, T. (2002). World poverty and human rights. Cambridge: Polity Press.Prah, K. K. (2003). Going native: Language of instruction for education, development and african

emancipation. In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), Language of instruction in Tanzania and South Africa (LOITASA) (pp. 14–34). Dar es Salaam: E & D Publishing.

Prah, K. K. (2005). Language of instruction for education, development and African emancipation. In B. Brock-Utne & R. K. Hopson (Eds.), Languages of instruction for African emancipation: Focus on postcolonial contexts and considerations (pp. 23–87). Dar es Salaam: Mkuki na Nyota.

Prah, K. K., & Brock-Utne, B. (Eds). (2009). Multilingualism - An African advantage. A paradigm shift in African languages of instruction polices. Cape Town, South Africa: CASAS.

Psacharopoulos, G. (1989). Why educational reforms fail: A comparative analysis. International Review of Education, 35(2), 179–195.

Qorro, M. A. S. (2003). Going native: Language of instruction for education, development and African emancipation. In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), Language of instruction in Tanzania and South Africa (LOITASA). Dar es Salaam: E&D Limited.

Qorro, M. A. S. (2004). Popularising Kiswahili as the language of instruction through the media in Tanzania. In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), Researching the language of instruction in Tanzania and South Africa (LOITASA) (pp. 93–116). Zanzibar: African Minds.

Qorro, M. A. S. (2005). Parents’ views on the medium of instruction in Tanzania. In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), LOITASA research in progress (pp. 96–124). Dar es Salaam: KAD Associates.

Qorro, M. A. S. (2009). Parents and policymakers insistence on foreign languages as media of education in Africa: Restricting acess to quality education. – for whose benefit? In B. Brock-Utne, & I. Skattum (Eds.), Languages and education in Africa – a comparative and transdisciplinary analysis (pp. 57–83). Oxford: Symposium Books.

Rafiu, K. A. (2012). Halting the tide of language loss in Niger State, Nigeria. In D. D. Kuupole, I. Bariki, & R. Yennah (Eds.), Cross-currents in language, literature and translation. Benin: Universitiebilingue.

Robeyns, I. (2005). The capability approach: A theoretical survey. Journal of Human Development, 6(I), 93–114.

Robeyns, I. (2006). Three models of education rights: Rights, capabilities and human capital. Theory and Research in education, 4(1), 69–84.

Rogan, J. M. (2007). An uncertain harvest: A case study of implementation of innovation. Journal of Curriculum Studies, 39(1), 97–121.

Rogan, J. M., & Grayson D. J. (2003). Towards a theory of curriculum implementation with particular reference to Science education in developing countries. International Journal of Science Education, 25(10), 1171–1204.

Roy-Campbell, Z. M., & Qorro, M. A. S. (1997). (Eds.). Language crisis in Tanzania. The myth of english versus education. Dar es Salaam: Mkuki naNyota Publishers.

REFERENCES

124

Rubagumya, C. (1991). Language promotion for educational purposes: The example of Tanzania. International Review of Education, 37(1), 67–68.

Rubagumya, C. (2000). Language as a determinant of quality. In J. Galabawa, F. E. M. K. Senkoro, & A. F. Lwaitama (Eds.), The quality of education in Tanzania: Issues and experiences (pp. 121–134). Dar es Salaam: Faculty of Education.

Rubagumya, C. (2003). English medium primary schools in Tanzania: A new “linguistic market” in education? In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), Language of instruction in Tanzania and South Africa (LOITASA) (pp. 149–169). Dar-es-Salaam: E&D Limited.

Rwantabagu, H. (2011). Tradition, globalisation and language dilemma in education: African options for the 21st century. International Review of Education, 57(3), 457–475. doi 10.1007/s11159-011-9214-z

Said, O. M. (2003). Orientation secondary courses and the language of instruction in Zanzibar educational system: An evaluation study (Master thesis). University of Oslo. Institute for Educational Research, Faculty of Education Oslo, Norway.

Samoff, J. (1999). No teacher guide, no textbooks, no chairs: Contending with crisis in African education. In R. F. Arnove & C. A. Torres (Eds.), Comparative education: The dialect of the global and the local (pp. 393–431). Lanham, MD: Rowman & Littlefield.

Samoff, J. (2003/2007). Institutionalizing international influence. In R. F. Arnove & C. A. Torres (Eds.), Comparative education: The dialectic of the global and the local (pp. 52–91). Lanham, MD: Rowman & Littlefield Publishers.

Samoff, J. (2009). Foreign aid to education: Managing global transfers and exchanges. In L. Chisholm & G. Steiner-Khamsi (Eds.), South-South cooperation in education and development (pp. 123–156). New York, NY: Teachers College Press.

Scoppio, G. (2002). Common trends of standardisation, accountability, devolution and choice in the educational policies of England, U.K., California, U.S.A, and Ontario, Canada. Comparative Education, 2(2), 130–141.

Semali, L. M. (2009). Indigenous pedagogies and language for peace and development. In B. Brock-Utne & G. Garbo (Eds.), Language and power. The implications of language for peace and development (pp. 196–207). Dar es Salaam: Mkupi na Nyota.

Sen, A. (1999). Development as freedom. New York, NY: Knopf.Sen, A. (2004). Elements of a theory of human rights. Philosophy and Public Affairs, 32(4), 315–356.Senghor, L. S. (1976). Authenticité et Négritude. zaire Afrique, 102, 81–86.Senkoro, F. E. M. K. (2004). Research and approaches to the medium of instruction in Tanzania:

Perspectives. In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), Researching the language of instruction in Tanzania and South Africa (pp. 42–56). Cape Town: African Minds.

Shor, I., & Freire, P. (1987). A pedagogy for liberation- Dialogues on transforming education. Westport: CT. Bergin & Garvey Publishers, Inc.

Silova, I. (2010). Private tutoring in Eastern Europe and Central Asia: Policy choices and implications. Compare, 40(3), 327–344.

Silverman, D. (2011). Interpreting qualitative data (4th ed.). Thousand Oaks, CA: Sage.Skutnabb-Kangas, T. (2000). Linguistic genocide in education or worldwide diversity and human rights?

Mahwah, NJ: Lawrence Erlbaum Associates.Skutnabb-Kangas, T. (2000). Linguistic human rights and teachers of english. In J. K. Hall & W. G.

Eggington (Eds.), The socio politics of english language teaching. Clevedon: Multilingual Matters Ltd.

Skutnabb-Kangas, T., & Heugh, K. (2012). (Eds). Multilingual education and sustainable diversity work: From periphery to center. London: Routledge.

Skutnabb-Kangas, T., & Phillipson, R. (1995). Linguistic human rights, overcoming linguistic discrimination. New York, NY: Walter de Gruyther.

Sleeter, C. (2001). Culture, difference, and power (CD-ROM edition). New York, NY: Teachers College Press.

Southern African Development Community. (1997). SADC Protocol on Education (1997). Review of the status and capacities for the implementation of the protocol on education and training. Gaborone, Botswana; Southern African Development Community.

REFERENCES

125

Soyoye, F. A. (2010). Language in Nigerian society and education: Globalization perspective. In D. D. Kuupole & I. Bariki (Eds.), Applied social dimensions of language use and teaching in West Africa (pp 28–34). Ghana: The University Press.

Tandon, Y. (2008). Ending aid dependence. Geneva: Fahuma books, South Center.Tomasevksi, K. (2006). Human rights obligations in education: The 4-A scheme. Nijmegen, The

Netherlands: Wolf Legal Publishers.Tomasevski, K. (2001). Human rights obligations: Making education available, accessible, acceptable

and adaptable. Gothenburg: Novum Grafiska AB.Tomasevski, K. (2003). Education denied. New York, NY: Zed Books.United Nations Declaration of Human Rights. (1948). The universal declaration on human rights.

Adopted by the general assembly on 10 December 1948. Geneva: United Nations.United Nations International Children’s Emergency Fund (UNICEF). (2003). The state of the world’s

children 2004: Girls education and development. New York, NY: UNICEF.United Republic of Tanzania (URT). (2004). Tanzania demographic and health survey. Dar es Salaam,

Tanzania: National Bureau of Statistics.United Republic of Tanzania (URT). (2009). Economic survey 2008, ministry of planning and economic

affairs. Dar es Salaam, Tanzania: United Republic of Tanzania.Untherhalter, E. (2003). Education, capabilities and social justice. Background paper for EFA Global

Monitoring Report 2003/2004. Paris: UNESCO.Verspoor, A., & Wu, K. B. (1990). Textbooks and educational development. Educational and employment

division, population and human resources department. Washington, DC: The World Bank.Vuzo, M. (2009). Revisiting the language policy in Tanzania: A comparative study of geography classes

taught in Kiswahili and English. In B. Brock-Utne, Z. Desai, & M. A. S. Qorro (Eds.), LOITASA: Reflecting on phase I and entering phase II (pp. 102–123). Dar es Salaam, Tanzania: E & D Publications.

Wallerstein, I. (1974). The modern world-system. New York, NY: Academic Press.Wallerstein, I. (1980). The modern world-system, Vol. II: Mercantilism and the consolidation of the

European world-economy, 1600-1750. New York, NY: Academic Press.Webley, K. (2006, September). Mother tongue first. Children’s right to learn in their own languages.

Id21 insights education (Vol. 5). Brighton: University of Sussex. Retrieved from http://www.id21.org/insights/insights-ed05/index.html

Wolff, H. (2006, March). Optimizing learning and education in Africa – the language factor. A stock-taking research on mother tongue and bilingual education in Sub-Saharan Africa (pp. 26–55). Association for the Development of Education in Africa (ADEA): UNESCO Institute for Education- Deutsche Gesellschaft für Technische Zusammenarbeit. ADEA 2006 Biennial Meeting, Libreville, Gabon.

Wong, L. (1995). Constructing a public popular education in Sao Paulo, Brazil. Comparative Education Review, 39(1), 120–141.

Wortham, S., & Jackson, K. (2012). Relational education: Applying Gergen’s work to educational research and practice. Psychological Studies, 57(2), 164–171.

Young, M. (2008). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. London: Routledge.

Zajda, J., & Geo-JaJa, M. A. (Eds.) (2010). The politics of education reforms: Globalization, comparative education and policy research. Dordrecht: Springer Publishers.

Zalkapli, A. Z. (2010). Government scraps teaching of maths and science in English. The Malaysian insider. Retrieved from http://www.themalaysianinsider.com/index.php/malaysia/31709-government-scraps-teaching-of-maths-and-science-in-english

Zanzibar Basic Education of Improvement Project (ZABEIP). (2007, June). A world bank group project (approved in April, 24. 2007- July 31. 2013). Retrieved from http://www.worldbank.org/projects/P102262/zanzibar-basic-education-improvement-project?lang=en

Zanzibar Education Development Plan (ZEDP). (1996-2006). ZEMP. Retrieved from http://www.dgmarket.com/tenders/np-notice.do~3990092

Zanzibar Education Development Programme (ZEDP). (2008/09–2015/16). Retrived from http://planipolis.iiep.unesco.org/upload/Tanzania

REFERENCES

126

Zanzibar Education Development Programme. (2007). Education situation analysis. Zanzibar: Ministry of Education and Vocational Training (MoEVT), Zanzibar Education Development Consortium (ZEDCO).

Zanzibar Education Development Programme. (2007). Proposed programs and activities for the Zanzibar Education Development Plan (2008–2015). Zanzibar: Zanzibar Education Development Programme.

Zanzibar Education Master Plan (ZEMAP). (2006). Situation analysis of children in Tanzania. Retrieved from http://books.google.no/books?id=JEQUAQAAIAAJ&q=ZEMAP+2006&dq=ZEMAP+2006&hl=no&sa=X&ei=PO7aT_jNLseE4gTTyYHNCg&ved=0CDcQ6AEwAA

Zanzibar Education Sector Review. (2003). Zanzibar education policy. Retrieved from http://planipolis.iiep.unesco.org/upload/Tanzania%20UR/Zanzibar/Zanzibar%20Education%20Policy%20Final.pdf

Zanzibar strategy for growth and reduction of poverty (ZSGRP). (2007). Revolutionary government of Zanzibar. Retrieved from http://books.google.com/books?id=uJe2AAAAIAAJ

127

ABOUT THE AUTHOR

Zehlia Babaci-Wilhite has a Doctorate in International Education and Development from the University of Oslo, Norway. Her doctoral research had a specific focus on Africa in the field of international education. The dissertation was entitled “Local Languages in Schooling as a Human Right in Education: A Case Study of Curriculum Reform in Zanzibar, Tanzania.” Her current research interests include Language and Human Rights in Education, Development Aid, African Higher Education and Science Literacy. With more than 20 years of teaching experience in a number of countries including USA, Norway, Japan, India, and France, her strength lies in international learning, development, and human rights. She has supervised numerous master theses in Comparative and International Education and evaluated PhD theses in international education. She is the author of many published articles in tier one academic journals and book chapters. Dr. Babaci-Wilhite has presented her papers at several prestigious international conferences and has been an invited guest lecturer at several universities around the world. She was a member of the Language of Instruction in Tanzania and South Africa (LOITASA) team of researchers, and, as LOITASA member, has presented her work at workshops in Tanzania and South Africa. Currently, she is a visiting associate professor at the Language and Literacy and Culture (LLC) Department, Graduate School of Education and at the Lawrence Hall of Science, University of California-Berkeley, where she has extended her work on language and science literacy in Tanzania and Nigeria. She teaches a course on “Language, Culture and Human rights” at the LLC and co-teaches a course with professor Mchombo on “Language and Education in Africa” at the African-American Studies Department. She is also an Adjunct Professor at the International and Multicultural Education (IME) Department at the School of Education, University of San Francisco where she teaches “Research in First and Second Language Acquisition” and a Development Associate at TutorWorks & CurriculaWorks (California, USA). She is fluent in French, English, Norwegian, Japanese and Berber with knowledge of Arabic, Portuguese, German, Spanish and Swahili.

Her email is: z.b.wilhite@berkeley.edu and z.b.wilhite@ped.uio.no

129

SUBJECT INDEX

AAcademics, 22, 50, 52, 62, 65–68, 73Accessibility, 33, 34, 36, 108Achievement, viii, 14, 26, 27, 42, 51,

78, 84, 86, 110Adaptability, 33–36, 108ADEA, xi, 14, 15, 88Adequate, 18, 28, 37, 44, 68, 89, 101Africa, vii, xi, xv, 1–3, 5–16, 18–24, 26,

38, 43, 44, 48, 72, 73, 87, 90, 92, 93, 107–110, 112

African languages, xv, 6–8, 12, 14, 16, 21, 38, 80, 87, 109

Arabic, 9, 42, 44, 45, 48, 49, 54, 55, 58, 61

Assessment, 21, 25, 26, 44, 47–49, 51, 53, 58, 67, 68, 110

BBilingual, 104British, 16, 42, 45, 76, 92, 104

CCapability, 17, 26, 27, 38, 44, 107, 108Challenges, 14, 26, 43, 68, 101,

108, 112Children, vii, x, 6, 11, 13–16, 18, 21,

22, 25, 28–38, 44–46, 54, 57, 60, 61, 63–65, 72, 73, 78, 81, 83–86, 90, 92, 93, 95, 97, 98, 101, 103–105, 108–113

Christian, 45, 92Christianity, 44CIDA, xi, 46Classroom, xv, 15, 16, 23, 25, 43, 51,

94, 105, 112College, xi, 47, 50, 55, 64

Colonial, 1, 2, 7, 18, 19, 24, 38, 42, 44, 45, 76, 78, 79, 87, 91, 92, 97

Communication, xi, 7, 8, 11, 15, 19, 29, 42, 53, 55, 57, 58, 78, 83, 98, 102, 104

Community, xi, 12, 16, 27, 37, 63, 83, 88, 101, 103, 104, 109, 111

CRC, xi, 28, 29, 35Cultural, vii, xi, xii, 1–3, 6–9, 11–16,

20, 22, 24, 26–30, 32, 35, 37, 45–48, 54, 75, 78, 79, 81, 88, 89, 93, 95, 107–111

Culture, vii, xi, 12–14, 17, 20, 24, 26, 37, 38, 46, 47, 49, 72, 73, 75, 84, 87, 89, 92–95, 97, 102, 103, 111, 112

Curriculum, xiii, 1–3, 13, 14, 17, 19–21, 23, 25, 26, 31, 35, 37, 38, 41–73, 76, 81, 84, 90, 93, 94, 103, 107, 109, 111–113

DDecentralization, 21Decolonization, 111Democracy, 79, 98, 102, 104, 106, 109Dependency, 7, 17–22Development, vii, viii, xi, xii, 1–3, 11,

13–15, 17–39, 42, 43,46–48, 51, 52, 56, 57, 63, 72, 73, 75, 78, 79, 81, 83, 84, 86, 88, 92, 96, 97, 98, 103, 104, 107–113

DIS, xi, 94Diversity, 5, 34, 36, 37, 76DRC, xi, 11Dropouts, 57, 101

EEconomics, 19

SUBJECT INDEX

130

Education, 16–39, 42–52, 54, 56–58, 63–65, 72, 73, 75–99, 101, 103–105, 107–113

EFA, xi, 48EMP, xi, 99England, 9English, vii–xi, 2, 3, 7–9, 11–19, 21–23,

37, 42–44, 46–51, 53–55, 57–66, 68, 71–73, 75–82, 85, 86, 88, 89, 91–113

Environment, 2, 12, 29, 38, 43, 51, 55, 56, 59, 62, 81, 85, 88, 89, 113

European, vii, 7, 12, 19, 21, 26, 45, 62, 73, 85, 92, 93, 96

Evaluation, 22, 26, 46, 51, 52, 60, 76, 84Examination, xi, 50, 52, 56, 86, 89, 98, 99

FFormal education, 11, 29, 79, 92France, vii, 8French, vii, 7, 9, 14, 62, 78, 88, 96

GGCE, xi, 89GDP, xi, 22Gender, 29, 47, 49Global, vii, xiii, 1, 2, 8, 9, 18, 21, 22,

25, 26, 37, 47–49, 65, 75–78, 84, 90, 96, 101, 108, 110

Globalization, 14, 95, 97, 101, 112Government, ix, xi, 8, 18, 33, 35,

43–45, 50–52, 56, 60, 62, 63, 65–68, 73, 76–81, 83–85, 88, 91, 93, 95–98, 101–103, 106, 109, 111, 113

GPS, xi, 93–95, 99, 102

HHausa, 76, 85, 88, 89Human rights, vii, xii, xiii, 1–3, 8, 14,

17–39, 51, 98, 108, 109, 113

IICCPR, xi, 27ICESCR, xi, 27, 28

ICT, xi, 2, 42, 47, 49, 50, 54, 55, 58, 68Identity, 13, 14, 16, 17, 29, 35, 38, 47,

78, 79, 88, 89, 103, 107, 111, Igbo, 76, 85, 88, 89IKR, xi, 8, 100IMF, xi, 19, 20Implementation, 17, 22, 23, 42, 43,

47–50, 52–54, 56, 61, 62, 65, 66, 76, 79, 84, 110, 111

Improvement, xii, 16, 46, 51, 72, 77Independence, 8, 24, 42, 44, 76, 78, 79, 93Indigenous, 2, 3, 12, 14, 31, 33, 34, 37,

38, 62, 79, 81, 84, 85, 88, 108Inequality, 26In-service, 55, 57, 58, 61, 79Institutional, xi, 74Instruction, vii, xi, 1, 13–16, 28, 31, 33,

34, 36, 43, 48, 67, 83, 84, 95, 104, 111

International, xi, xii, 7, 18, 19, 23, 27–33, 37, 42, 46, 50, 52, 57, 75, 77, 94, 96, 112

KKenya, 8, 13, 44, 101Knowledge, vii–ix, 1, 3, 11, 13–15, 17,

20, 22–26, 29, 36, 38, 45, 48, 53–55, 59, 62–65, 72, 75, 76, 78, 82–84, 86, 87, 89, 92, 93, 97, 98, 102, 104, 105, 107, 109, 111, 113

LLanguage of instruction, xi, 1, 14–16,

31, 33, 34, 36, 43, 48, 67, 95, 111LDC, xi, 88LHR, xi, 31, 48Liberation, 11, 20, 24LIC, xi, 88Lingua franca, xi, 8, 44, 83, 92Linguistic rights, 33, 35Literacy, vii, viii, 7, 12, 16, 25, 29, 42,

47, 52, 56, 80, 81, 82, 84, 88, 103, 109, 113

SUBJECT INDEX

131

Local languages, I, 1–3, 7, 8, 11–16, 20, 38, 44, 81, 82, 88, 90, 107–113

Localization, 64, 65LoI, vii, xi, 1–3, 7, 8, 11–18, 20–22,

36–38, 42–44, 46, 47, 49, 50, 54, 55, 57, 58, 61–63, 66, 68, 71, 72, 75, 76, 78, 79, 81, 84, 87, 90–98, 101, 103–113

LOITASA, xi, 15, 94LWC, xi, 42

MMalawi, 44Malaysia, xi, xv, 1, 2, 76–79, 89, 90Mathematics, 2, 11, 42, 44, 47, 49, 50,

53–61, 65, 66, 71–73, 76, 77, 89, 98, 99, 110

Ministry of Culture, 94, 95Ministry of Education, xi, 46Ministry of Education and Vocational

Training, xi, 46MoE, xi, 46, 79MoECS, xi, 46MoEVT, xi, 46, 47, 49–52, 55–58, 64,

72, 73, 93, 94, 98, 104MoI, xiMother-tongue, vii, viii, 8, 11, 12,

14, 28, 35, 42, 44, 62, 65, 79, 81–85, 88, 89, 96, 97, 103, 104, 108, 112

Mozambique, 44Muslim, 55

NNational, xi, xii, 5, 8, 11, 13, 16, 19,

21–23, 26–29, 31, 32, 37, 42, 52, 73, 76–79, 81, 84, 85, 88, 89, 93, 95–100, 112

NECTA, xi, 52, 94, 98–100NERDC, xi, 88NGO, xi, 29, 50, 52, 63, 97, 101Niger, 6, 85Nigeria, xi, xv, 1, 2, 13, 76, 79–83,

85–89, 107, 111

North, 52, 56, 108NPE, xi, 84, 85, 88, NTTC, xi, 50, 52, 55–59

OODA, xi, 46Official, vii, xi, 2, 5, 7–10, 13, 15, 17,

19, 25, 29, 31, 37, 46, 56, 73, 76, 83, 87, 89, 93, 95

OSC, xi, 46, 49, 51, 52

PParents, ix, 12, 15, 21, 22, 28, 29,

31, 32, 47, 57, 63, 78, 79, 92, 95, 98–102, 104, 105, 106

Pedagogy, 24, 35, 75Performance, xii, 21, 45, 49, 73, 89, 98,

99, 107, 110, 111, 113PITRO, xi, 63, 98Planning, 23, 24, 47, 50, 73, 78,

84, 98Policies, vii, 2, 3, 8, 20, 21, 23, 26, 31,

35, 38, 47, 75–90, 108, 109, 113Political, xi, 2, 8, 19, 21, 26–31, 33,

37, 39, 48, 54, 62, 65, 75, 85, 93, 97, 109, 112

Population, 27, 42, 44, 91–93, 109Portuguese, 7, 9, 45, 96Postcolonial, 7Poverty, 3, 26, 44, 57, 91PPS, xi, 93–95, 99, 101, 102Primary education, 2, 17, 18, 32, 33, 35,

42, 45, 47–49, 52, 58, 81, 85, 93Private, xi, xiii, xv, 2, 20–22, 35, 36, 60,

63, 73, 76, 78, 91–106, 108Program, xii, 29, 46, 51, 52, 55–58, 72,

84, 107PSLE, xi, 99Public, 2, 10, 13, 17, 20, 22, 32, 36,

45, 63, 77, 78, 92, 93, 95, 106, 108, 111

Pupils, 15, 45, 46, 49, 52, 60, 94, 97, 98, 100

SUBJECT INDEX

132

RReform, 2, 20, 25, 38, 42, 47, 50, 56,

64, 111, 112Religion, 27, 28, 35, 37, 45, 55Rethinking, 20, 24RFA, xi, 11Rights, vii, xi–xiii, 1–3, 8, 14, 17–39,

42–44, 48, 51, 54, 63, 82, 92, 98, 108, 109, 111–113

Rights in education, 1–3, 17, 27, 32, 34, 35, 38, 42–44, 48, 82, 108, 109, 111, 113

RTD, xi, 11

SS/R, xii, 82, 84SADC, xi, 96, 112School, vii, viii, xi–xiii, xv, 1–3, 7, 8,

11, 12–16, 18, 20–26, 29, 32–38, 42, 43, 45–61, 63, 65, 68, 69, 73, 75–79, 81, 83–85, 87, 88, 90–106, 108, 110, 112

Schooling, vii, 1, 2, 12–14, 22, 24, 25, 34, 38, 45, 75, 81, 83, 87, 91–93, 95, 101, 103, 112

Science, vii, viii, xii, 2, 8, 11, 13, 39, 42, 44, 47, 49, 50, 53–60, 62, 65, 66, 71–73, 75–77, 81–84, 89, 96, 98, 110

Science education, 77, 96Secondary school, 45, 49, 56–59, 63,

73, 79, 88, 90, 92, 98–100, 103, 110, 111

Society, 9, 13, 15, 24–27, 63, 81, 85, 87, 92, 95, 112

South, 24, 52, 56South Africa, xi, 7, 15, 16Southern, xi, 6, 80Spanish, 7, 62SPINE, xii, 51, 52, 58SR1, xii, 52, 53SR2, xii, 52, 53

Standards, viii, xiii, 28, 29, 32–34, 36, 37, 42, 47, 49, 52, 88, 93

Strategies, 8, 17Structural, 20Struggle, 11, 20Students, ix, 12, 13, 15, 16, 21, 22, 25,

26, 29, 38, 45–47, 49, 52, 53, 56–60, 63, 64, 66, 71, 77, 79, 81–87, 89–92, 94, 98–100, 103, 112

SU1, xii, 52, 53SU2, xii, 52, 53Subjects, 2, 12, 13, 34, 42, 43, 47, 49,

53–55, 58, 59, 61, 72, 73, 76, 77, 81, 82, 88, 99, 100, 103, 104

SUZA, ix, xii, 50, 52, 54Swahili, 72SYPP, xi, 80, 81

TTanzania, ix, xi–xiii, xv, 1, 2, 8–11, 13,

15, 16, 19, 20, 24, 42, 44, 45, 52, 53, 56, 63, 72, 73, 76, 78, 79, 81, 88, 89, 91–97, 99, 101–104, 106, 107, 111

TAP, xii, 57TBC, xii, 10TC, xii, 55Teacher, ix, xi, xii, 23, 25, 26, 34, 43,

47, 49–62, 64, 67, 68, 72, 88, 90, 91, 94–96, 98, 99, 102, 112

Teaching, 8, 11, 12,15, 18, 24–27, 29, 35–37, 42, 43, 45, 48, 50, 51, 53, 55–57, 60–62, 64–66, 68, 70–72, 76, 81–84, 88, 90, 93, 94, 97, 98, 101, 103, 107, 109–111, 113

Technical, 16, 27, 31, 102Technology, xi, 8, 9, 42, 82, 83,

89, 109TEN-MET, xii, 101Theory, 17–19, 23, 24, 39, 75, 83, 88TIE, xii, 52, 94, 103ToT, xii, 65–68Tradition, 7, 24, 28, 45, 75, 87, 93

SUBJECT INDEX

133

Training, xi, xii, 2, 19, 20, 24, 29, 34, 43, 46, 49, 50, 52, 54–58, 60, 61, 64–68, 73, 79, 95

Transformation, xi, 23, 74, 112TVT, xii, 10, 11

UUDHR, xii, 27, 28, 35UDSM, xii, 8, 100, 104Uganda, 8, 44, 45, 93, 101UK, xii, 8, 19, 101, 102, 113UN, xii, 10, 27, 29, 33UNDP, xii, 51, 103UNESCO, xii, 9, 10, 15, 32, 37, 50, 51,

103UNICEF, xii, 33United States of America, xii, 8Universal, xii, xiii, 14, 20, 22, 27, 28,

32, 42, 93University, viii, ix, xii, 1, 8, 45, 48, 51,

57, 63, 73, 74, 80, 81, 97, 101, 104URT, xii, 9, 11, 44, 49, 93, 95USA, ix, xii, 8, 9, 18, 19, 29, 57, 100, 113USAID, xii, 57

VVocational, xi, 46, 54, 55, 58, 73

WWAEC, xii, 89WB, xii, 19, 47, 49, 56, 112Western, 6, 14, 18, 20, 21, 26, 38, 43,

48, 75, 79, 87, 92, 107, 113Women, 30WW, xii, 19, 44

YYoruba, 76, 79, 81–85, 88, 89Young, ix, 26, 33, 34

ZZABEP, xii, 46Zanzibar, ix, xii, xiii, xv, 1, 2, 9, 12, 16,

17, 19, 21, 23, 25, 26, 35, 37, 41–52, 55–58, 62, 64, 72, 73, 76–79, 105, 107, 110–113

ZEDCO, xii, 57ZEDP, xii, 47, 49, 51, 57ZEMAP, xii, 48, 51

135

NAME INDEX

AAfolayan, 89Aikman ,12Akande, 85Alidou, 7, 11, 12Alkire, 26Arnove, ix, 17, 18, 20, 21, 25, 39, 78Asmah, 76Azaiki, 15, 17, 19, 22, 27, 48, 85

BBabaci-Wilhite, vii, viii, x, 7, 13–15,

24, 35, 36, 38, 48, 60, 78, 79, 83, 87, 88, 90, 94, 106, 108, 111–113

Bakahwemama, ix, 60Baker, 21, 22Bamgbose, 7, 11–13, 80, 84, 103, 110Bassey, 86Benson, 85Bernstein, 48Bishop, 75Bostad, ix, 36, 108Bourdieu, 15, 21, 91, 108Breidlid, 38Brinkmann ix, 52Brock-Utne, ix, 7, 11–14, 19–21, 48,

49, 62–64, 75, 76, 98, 101, 103, 104, 109

Bruthiaux, 19, 22Buchert, 19Bull, 75Bunyi, 13

CCarney, 17, 21, 22Carnoy, 15, 17, 22, 108Cavanagh, 76, 77

Chambers, 48Chisholm, 23Colclough, 25Cooke, 15, 19Craig, 23Crossley, 17

DDavid, viii, ix, 21, 79, 82De Feiter, 23Desai, 12Dikshit, 86Dreze, 26Dyer, 23

EEgbe, 86Emenanjo, 79, 80, 88Erstad, 15

FFafunwa, 11, 81, 87Ferraro, 18Foucault, 75Frank, 17, 18, 21Franz, 63Freire, 17, 24–26, 45, 75Fullan, 17, 23

GGalabawa, 11, 95, 110Galtung, 17–19Garbo, 75Geo-JaJa, ix, 7, 14, 15, 17, 19, 21, 22,

26, 27, 33, 36, 38, 48, 81, 84, 85, 87, 88, 108, 111–113

Gill, 76, 78, 79

NAME INDEX

136

Glanz 11, 12, 15, 23Glynn, 75Grayson, 17, 23

HHaddad, 23Hassan, 78Heneveld, 23Heng, 76, 79Heugh, 7, 12, 23, 110Higgins, 23

IIshumi, ix, 17

JJohn, 17, 25, 60

KKachru, 8Kadeghe, 8Kahigi, 63Kanyika, 15Kimizi, 11, 12, 42, 47, 92, 110Ki-Zerbo, 93Kosonen, ix, 12, 13, 21, 85, 89, 110Kvale, 52

LLe Tendre, 21Leyendecker, 23 Loona, 12, 13, 15, 64, 103Lo, 7Lwaitama, ix, 11, 12, 21, 23,

36, 110

MMachingaidze, 15Makalela, 6, 7, 42, 49, 81, 103Malekela, 64, 105Mangum, 14, 17

Mazrui, 7, 8, 11, 12, 17, 19, 21, 22, 63, 109

Mchombo, 38, 121McGinn, 25Meyer, 25, 26Mohammed, 15Mollis, 25Mori, 22Mulokozi, 7, 11, 12, 63,

100, 101Mwinsheikhe, 11

NNassor, 15Ngugi wa Thiong’o, 7, 17Nkamba, 15Nussbaum, 26Nyerere, 8, 11, 17, 24, 26, 27, 48, 72,

79, 92, 93

OObanya, 110Odora, 38, 93Ogunsuji, 85Okanlawon, 89Okonkwo, 87, 89Olarenwaju, 86, 89Omari, 63Omojuwa, 86Othman, 9–11Out, 86Ouane, 11, 12, 15, 23

PPennycook, 19Pfukani, 15Phillipson, 7, 8, 104Pogge, 5Prah, 12, 13, 17, 19, 49, 62,

76, 85Psacharopoulos, 17, 23

NAME INDEX

137

QQorro, 7, 11, 13, 21–23, 49, 64, 85,

100, 103–105

RRafi u, 85Rappleye, 17, 21, 22Robeyns, 17, 26, 35, 109Rogan, 17, 23Roy-Campbell, 11, 21, 64, 103Rubagumya, 11, 12, 22, 23, 62, 95, 99,

105, 110Rubanza, 63Rwantabagu, 14, 78

SSaid, 46, 49Salami, 85Samoff, ix, 15, 17, 19, 22, 25, 38, 108, 109Scoppio, 22Semali, 38Sen, 17, 26, 27, 108Senghor, 14Senkoro, 11Shor, 25Shumba, 15Silova, 22Silverman, 53Skutnabb-Kangas, 7, 8, 14, 21, 38, 48, 104Sleeter, 75Soyoye, 89

TTan, 76, 79Tandon, 17, 19, 20Tomasevski, 17, 33, 39Torres, 25

UUntherhalter, 26

VVan der Akker, 23Verspoor, 23Vonk, 23Vuzo, ix, 11, 64, 110

WWallerstein, 17, 18, 39Watson, 75Webley, 12Williams, 15, 19Wolff , 1Wong, ix, 25Wu, 23

YYang, 17Young, 26

ZZajda, 22Zalkapli, 77