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How do governments in Africa make decisions about language? What does language have to do with state-building, and what impact might it have on democracy? This manuscript provides a longue durée explanation for policies toward language in Africa, taking the reader through colonial, independence, and contemporary periods. It explains the growing trend toward the use of multiple languages in education as a result of new opportunities and incentives. The opportunities incorporate ideational relationships with former colonizers as well as the work of language NGOs on the ground. The incentives relate to the current requirements of democratic institutions, and the strategies leaders devise to win elections within these constraints. By contrasting the environment faced by African leaders with that faced by European state-builders, it explains the weakness of education and limited spread of standard languages on the continent. The work combines constructivist understanding about changing preferences with realist insights about the strategies leaders employ to maintain power

Intro -- Foreword -- Preface -- Acknowledgements -- Contents -- About the Author -- Abbreviations and Acronyms -- Chapter 1 Right to Development and Education: An Introductory Note -- Chapter 2 Theoretical Framework and Benefits of Basic Education -- 2.1 Introduction -- 2.2 Conceptual Analysis of Education: An African Perspective -- 2.2.1 Various Perspectives on Education -- 2.3 The Theories of Rights: An Overview -- 2.4 Basic Education and International Human Rights Law -- 2.4.1 The Advent of Recognising Education as a Right -- 2.4.2 Masked or Unmasked: The Central Role of Education Remains -- 2.4.3 Unmasking Basic Education as a Right -- 2.4.4 General Comment 13 -- 2.4.5 Inextricable Link Between Education and Development -- 2.4.6 Education Abhors Discrimination -- 2.4.7 Eliminating Discrimination Against Persons with Disabilities Within the Space of Basic Education -- 2.4.8 Right to Basic Education in African Regional Human Rights Law -- 2.4.9 Africa Respects Education -- 2.5 Education Is Culture in Africa -- 2.5.1 Education and the African Child -- 2.6 Conclusion -- Chapter 3 Obstacles Affecting Access to Basic Education -- 3.1 Introduction -- 3.2 Quality Basic Education-A Brief Overview -- 3.3 Challenges to Accessing Basic Education -- 3.3.1 Failure of the Executive Arm of Government -- 3.3.2 Legislative Challenges -- 3.3.3 Judicial Challenges -- 3.3.4 Access to Basic Education of Persons with Disabilities -- 3.4 Infrastructural and Institutional Challenges -- 3.5 Cultural and Religious Challenges -- 3.5.1 The Challenge of Language in Access to Basic Education in Nigeria -- 3.6 The Challenges of Cultural and Religious Perceptions of the Child and Impact on Access to Education -- 3.7 The Challenges of Corruption and Ethics -- 3.8 Conclusion.

1 Introduction. - Theoretical Framework. - The Policy of Mother Tongue Education. - European Language and Education: State-Building in France and Britain. - 2 Language and Education in Africa under Mission and Colonial Influence. - Missions and the Transcription of African Languages. - Colonial Education Policy - Divergent Ideologies. - Selective Training and Restriction of the "Masses". - Mission and Colonial Language Influence in Senegal, Ghana, and Cameroon. - Conclusion. - 3 Language Choices in Independent African States. - Education and Literacy at Independence. - Independence Policies - Theory and Practice. - Continuing External Influence - la Francophonie and the Commonwealth. - Policy Inertia. - Understanding Leader Preferences. - 4 Opportunities for Policy Change: Ideas, Materials, and Advocacy Networks. - An Altered International Perspective. - Changed Causal Ideas. - Contradictory Anglophone Voices. - Expanded Domestic Possibilities. - Opportunities for Policy Change in Senegal and Ghana. - Conclusion. - 5 Incentives for Policy Change: Ruler Strategies for Maintaining Power. - Democracy and Multilingual Education. - Bargaining: Demographic and Subnational Variation. - My Explanation. - Economics as a Contributing Factor. - Incentives for Policy Change in Senegal and Ghana. - Conclusion. - 6 Language, Education, and "Democratization" in Cameroon. - Education Policy in the Early Independence Period. - Opportunities for Policy Change. - Material Opportunities. - Ideational Opportunities. - Ruler Incentives for Policy Change. - Electoral District Manipulation. - Restricting Voting Access. - Constitutional Recognition of Minority Rights. - Alternative Explanations. - Conclusion. - 7 Language and Contention: Violence and Participation in Contemporary African Politics. - Language, Nationalism, and Violence. - Language Literacy and Political Mobilization. - Written Language and Attachment (Senegal and Ghana). - Written Language and Mobilization in a Democratic Se

This book is a must-read for every language teaching professional and researcher working in a multilingual context. Multilingualism and Education in Africa: The State of the State of the Art is an up-to-date exploration and wide-ranging review of the symbiotic relationship between multilingualism and education in Africa. The African continent is rich in languages. Most of her inhabitants are multilingual and many of the nations have embraced multilingual education. This book examines multilin

The book uses marginality as a critical discourse to outline ways colonial and postcolonial education policies in sub-Saharan Africa created and perpetuated it and deprived some groups from realizing the democratic equality role of education. It provides new ideas for integrating policies to address the educational needs of marginalized children.

Intro -- Foreword -- Decolonising Teacher Education in the New Decade -- Preface -- Context -- Developing Teaching in Africa: What about Teacher Education? -- Culture Impact on Knowledge -- How Do We Decolonise? -- Contributors -- Basic Education -- Chapter One: Basic Education and Decolonisation in South Africa: Preparing Schools for New Challenges -- Introduction: The Flight from Barbarism -- Contexts of Post-apartheid Education -- Why Decolonisation? -- Pedagogy Fit for Purpose: Mphahlele on Humanism in Education -- Ecologies of Knowledge: Eschewing the Dominant Culture -- Preparing Teachers for Liberatory Teaching -- Concluding Comments: Confronting Barbarism -- Chapter Two: Indigenising Mathematics in Schools: Why Ethnomathematics Matters -- Ethnomathematics Changing the Culture of Teaching -- Ethnomathematics - A Methodology for Decolonisation -- Multiculturalism and Ethnomathematics Classrooms -- Communication in Ethnomathematics Classrooms -- Connections drawn in Ethnomathematics Classrooms -- Games as Innovation in Ethnomathematics Classrooms -- Critical Indigenous Theory and Ethnomathematics -- Teaching Ethnomathematics -- South African Policies and the Integration of Indigenous Knowledge in Mathematics Lessons in the Foundation Phase -- Challenges of Integrating Indigenous Knowledge in the Mathematics Curriculum -- The Future of Ethnomathematics in South African Schools -- Conclusion -- Chapter Three: Decolonising Science: Challenging the South African Classroom through Indigenous Knowledge Systems -- From the Past to the Present: Demystifying Science -- Towards IKS Science: A Search for a HumanisingPedagogy -- African Experiences - Brief Literature Review -- IKS in Science Classrooms: Aiming at Critical Pedagogy -- Teacher Expertise and Indigenous Knowledge Systems (IKS) -- Conclusion.

Seeking to go beyond the pessimism and reification of contemporary analyses of the state inAfrica, this article applies Migdal's State in Society (2001) approach to the field of highereducation transformation in South Africa. It argues that the state is best understood throughits actual practices, particularly at those points where it reaches into society through policyimplementation and, conversely, where society through its institutions in turn reaches into thestate. In the course of these engagements, social boundaries are constituted through alliances,accommodations and resistances and have a mutually transformative effect on both stateand society. The article shows how, with regard to both the image and the practices of thestate, the relationship between the developmental state and higher education in South Africareveals a range of tensions around issues such as accountability, autonomy, transformation andglobalisation; and it concludes that Migdal's approach offers a fruitful theoretical corrective tostate-centric and socio-centric views of the state-society relationship