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Understanding Teachers'' Beliefs About Bilingual Education in Africa

  • Kartonierter Einband
  • 116 Seiten
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Bilingual education continues to be one of the most polarizing and debated topics in modern African educational discourse. Colonia... Weiterlesen
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Beschreibung

Bilingual education continues to be one of the most polarizing and debated topics in modern African educational discourse. Colonial past combined with the loss of indigenous cultural and political practices has greatly impacted the efficacy of educational systems. Nowhere is this truer than Mozambique. Contemporary Mozambican society is faced with the complex task of finding an educational language policy that recognizes and effectively addresses the multilingual character of its population. The educational system in Mozambique is at a crossroads. Language is at the center of the human experience. Language empowers individuals and communities by relating shared experiences and realities. However, language can also function as a tool for disempowerment and marginalize communities. Both realities coexist in the classroom. The classroom is ideal for an exploration of this type of interaction. In the Mozambican classroom, teachers assume various roles including activist, educator, and community member. Revisiting the role of teachers in Mozambican can provide invaluable insight into the social reality of education in Mozambique.

Autorentext

Dorcas Francisco, educator and researcher, currently resides and works as an educational consultant in Maputo, Mozambique. Her research interests include teacher preparation, the relationship between schools and social/economic development, and bilingual education.

Produktinformationen

Titel: Understanding Teachers'' Beliefs About Bilingual Education in Africa
Untertitel: A Mozambican Case Study
Autor:
EAN: 9783639095210
ISBN: 978-3-639-09521-0
Format: Kartonierter Einband
Herausgeber: VDM Verlag Dr. Müller e.K.
Genre: Soziologie
Anzahl Seiten: 116
Gewicht: 189g
Größe: H220mm x B150mm x T7mm
Jahr: 2013