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Language and Power. The Implications of Language for Peace and Development
Language 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 ...
Towards a Multilingual Culture of Education
Drawing on the experiences of 16 countries of Africa, Asia and Latin America, the studies address the educational issues and problems faced by multilingual nations. The authors criticize the colonial heritage and argue for a pluralistic approach that integrates local languages and mother tongues into both formal and non-formal education.
World Englishes
The book is the first of its kind to establish Cognitive Linguistics as a research paradigm within the field of world Englishes. The authors survey the main tenets of both areas of linguistic enquiry and suggest that the theoretical and methodological apparatus developed both within Cognitive Linguistics generally and within its novel sub-discipline Cognitive Sociolinguistics can overcome certain limitations inherent in traditional approaches to cultural variation in language. They present a case study of the linguistic realization of the cultural model of community in African English as an exemplar for the investigation of cultural models in other varieties of English. Corpus-linguistic met...
Discrimination through Language in Africa?
CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language.
Whose Education For All?
This book examines the new donor concept "education for all" which was coined at a World Bank initiated conference in 1990 in Jomtien, Thailand. The author uses her experience to examine what is going on in the education sector.
Handbook on Learning Strategies for Post-literacy and Continuing Education
This document contains three parts: part 1 provides the framework of post-literacy; part 2 describes putting the learning strategies into action; and part 3 provides conclusions. In part 1, post-literacy is defined and learning strategies for post-literacy and continuing education are identified. In part 2, the following learning strategies are discussed: (1) using printed media, such as textbooks, supplementary reading materials, extension literature, and the rural or community press; (2) the use of radio, TV, and audiovisual media; (3) using distance education and correspondence courses; (4) rural libraries, mobile exhibitions, and museums; (5) traditional folk media and games; (6) local study and action groups; and (7) out-of-school programs, award-bearing schemes, institutions parallel to the school system, and other general and vocational nonformal courses. Part 3 includes two examples of the integrated use of learning strategies: Action for Popular Culture programs in Colombia and Village Continuing Education Centers in India. References and reading lists are included in each part. A glossary of terms and a listing of acronyms and abbreviations is provided. (CML)
The Routledge International Handbook of Lifelong Learning
As lifelong learning grows in popularity, few comprehensive pictures of the phenomenon have emerged. This volume is designed to demonstrate precisely what is happening around the world and to do so within a systematic framework, showing the complexity of the phenomenon.
Education Policy and Power-Sharing in Post-Conflict Societies
This book explores the nexus between education and politics in Lebanon, Northern Ireland, and Macedonia, drawing from an extensive body of original evidence and literature on power-sharing and post-conflict education in these post-conflict societies, as well as the repercussions that emerged from the end of civil war. This book demonstrates that education policy affects the resilience of political settlements by helping reproduce and reinforce the mutually exclusive religious, ethnic, and national communities that participated in conflict and now share political power. Using curricula for subjects—such as history, citizenship education, and languages—and structures like the existence of state-funded separate or common schools, Fontana shows that power-sharing constrains the scope for specific education reforms and offers some suggestions for effective ones to aid political stability and reconciliation after civil wars.
