1,720,973 research outputs found
What is south African Sign Language? What is the South African Deaf Community?
No full textWhat is South African Sign Language? What is the South African Deaf Community? These two questions may look simple but answering them is quite complicated. It is a well-known fact that across the world, the majority of deaf children have hearing parents who are not likely to know a sign language. These children start acquiring their sign language only when beginning (pre)school. The atypical acquisition process is but one of the factors likely to influence any sign language. Another such factor is the spoken language used by the surrounding hearing community.
Both (deaf) education and (spoken) language use are complicated issues in South Africa. It is therefore not hard to understand that determining the nature of SASL is also far from simple. And because it is the sign language which is the most important defining characteristic of any Deaf community, the same goes for the second question. This article gives an overview of past positions on both these questions and aims at providing some preliminary answers
Language, democracy and education in Africa [Elektronisk resurs]
No full textThis publication comprises two papers, both written during January and February 2002 when the author was a guest researcher at the Nordic Africa Institute (NAI). In the first paper, "The Language Question in Africa seen in the Context of Globalisation, Social Justice and Democracy", the language question is looked at through the eyes of a social and political scientist. The choice of an official language in Africa is viewed as a question of social class, of power. What social classes profit from the continued use of European languages in Africa? Who benefits? Who loses? The focus here is not only on language use in education but also on language use in the courts and in the political domain, especially in South Africa. Examples are mostly drawn from South Africa and Tanzania, where the author is conducting two research projects in the area of language and education. The second paper, "The Battle over the Language of Instruction in Tanzania", describes two further research projects in which the author is currently involved. In this paper, the author focuses on the question of the language of instruction through the eyes of an educationist. The paper builds on recent research conducted in Tanzania by the author and her Tanzanian Master's degree students.</p
Language, democracy and education in Africa
No full textThis publication comprises two papers, both written during January and February 2002 when the author was a guest researcher at the Nordic Africa Institute (NAI). In the first paper, "The Language Question in Africa seen in the Context of Globalisation, Social Justice and Democracy", the language question is looked at through the eyes of a social and political scientist. The choice of an official language in Africa is viewed as a question of social class, of power. What social classes profit from the continued use of European languages in Africa? Who benefits? Who loses? The focus here is not only on language use in education but also on language use in the courts and in the political domain, especially in South Africa. Examples are mostly drawn from South Africa and Tanzania, where the author is conducting two research projects in the area of language and education. The second paper, "The Battle over the Language of Instruction in Tanzania", describes two further research projects in which the author is currently involved. In this paper, the author focuses on the question of the language of instruction through the eyes of an educationist. The paper builds on recent research conducted in Tanzania by the author and her Tanzanian Master's degree students.CONTENTS -- The Language Question in Africa seen in the Context of Globalisation, Social Justice and Democracy -- Globalisation -- In search of social justice – the language policy of South Africa -- The language of the courts -- Redistribution of power between social classes -- Democracy and multipartyism -- Elimu ya Siasa in Tanzanian secondary schools: The change from civics to siasa -- Change from Elimu ya Siasa back to civics in 1992 -- The Battle over the Language of Instruction in Tanzania -- A research project is born -- Field trips to Tanzania in 2001 -- A historical glance at language policies -- Description and analysis of current language policies -- What has happened to the Sera ya Utamaduni language policy of 1997? -- The forces working for and against change -- How teachers cope in secondary school classrooms in Tanzani
Language and Power : The Implications of Language for Peace and Development
No full textLanguage is a tool used to express thoughts, to hide thoughts or to hide lack of thoughts. It is often a means of domination. The question is who has the power to define the world around us. This book demonstrates how language is being manipulated to form the minds of listeners or readers. Innocent words may be used to conceal a reality which people would have reacted to had the phenomena been described in a straightforward manner. The nice and innocent concept 'cost sharing', which leads our thoughts to communal sharing and solidarity, may actually imply privatization. The false belief that the best way to learn a foreign language is to have it as a language of instruction actually becomes a strategy for stupidification of African pupils. In this book 33 independent experts from 16 countries in the North and the South show how language may be used to legitimize war-making, promote Northern interests in the field of development and retain colonial speech as languages of instruction, languages of the courts and in politics. The book has been edited by two Norwegians: Birgit Brock-Utne is a professor at the University of Oslo and a consultant in education and development. From 1987 until 1992 she was a professor at the University of Dar es Salaam. Gunnar Garbo, author and journalist and former member of the Norwegian Parliament, was the Norwegian Ambassador to Tanzania from 1987 to 1992
Women Protesting Against War, Writing and Acting for Peace
Get PDFThe University Archives has determined that this item is of continuing value to OSU's history.The media can be accessed here: http://streaming.osu.edu/knowledgebank/mershon07/111307.mp4Birgit Brock-Utne is a Professor of Education and Development and Director of the M.Phil. in Comparative and International Education at the University of Oslo.
Her research interests include peace education from a gender perspective, education in Africa, language in education, higher education in Africa and donor influence on education in the developing world.Ohio State University. Association for Women in DevelopmentOhio State University. Mershon Center for International Security Studie
Bildung für Alle oder Schulung für Wenige?
Get PDFDer Beitrag stellt die Frage, was unter dem Begriff "Bildung für Alle" zu verstehen ist und analysiert eine Grundsatzstudie der Weltbank von 1988 zur Zukunft des Schul- und Hochschulbereichs in Schwarzafrika. Es wird außerdem die Weltkonferenz zum Thema "Bildung für Alle" behandelt und danach gefragt, was für eine Ausbildung gemeint ist und für wen. Welche Kultur findet man in den Curricula und in welcher Sprache findet der Unterricht statt? Die Autorin analysiert die Spannungen, die zwischen externen Standards und internen Kulturen existieren und analysiert den Qualitätsbegriff der Weltbank. Weiterhin werden Globalisierungsprozesse im Bildungsbereich angesprochen: Wem dient der internationale Trend von zunehmendem Marktliberalismus, der jetzt auch im Bildungssystem immer deutlicher wird? Bedeutet diese "Globalisierung" nur Anglifizierung/Amerikanisierung oder - was die afrikanischen Länder betrifft - Neu-Kolonisierung? Wer sind die supranationalen Ausbilder, die globale Curricula und Prüfungen von Schulleistungen und Examina bestimmen? (DIPF/Orig.
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