Language and learning science in South Africa

South Africa is a multilingual country with 11 official languages. However, English dominates as the language of access and power and although the Language-in- Education Policy (1997) recommends school language policies that will promote additive bilingualism and the use of learners' home languages as languages of learning and teaching, there has been little implementation of these recommendations by schools. This is despite the fact that the majority of learners do not have the necessary English language proficiency to successfully engage with the curriculum and that teachers frequently are obliged to resort to using the learners' home language to mediate understanding. This research investigates the classroom language practices of six Grade 8 science teachers, teaching science through the medium of English where they and their learners share a common home language, Xhosa. Teachers' lessons were videotaped, transcribed and analysed for the opportunities they offered learners for language development and conceptual challenge. The purpose of the research is to better understand the teachers' perceptions and problems and to be able to draw on examples of good practice, to inform teacher training and to develop a coherent bilingual approach for teaching science through the medium of English as an additional language

Neoliberalism and University Education in Sub-Saharan Africa

This article reviews the history of university development in Sub-Saharan Africa (SSA) and discusses the impact of neoliberal policies. This will be followed by an examination of the problems facing universities in the region. The following questions will be explored: (a) Are the existing universities in SSA serving the development needs of the region? (b) Are these universities up to the task of moving SSA out of the predicaments it faces such as famine, HIV/AIDS, poverty, diseases, debt, and human rights abuses? Finally, the article argues that for universities to play a role in the development of the region, a new paradigm that makes university education a public good should be established

Whose knowledge, whose voices? Power, agency and resistance in disability studies for the global south

Meekosha (2011) maintains that research and theories about disability derive mainly from the global North. Disability Studies rarely include non-metropolitan thinkers. Even when they do, these studies tend to be seen as context specific, and the social theories which emanate from these studies are rarely refered to in research theorizing disability in the North. This chapter sets out to investigate how this one way transfer of knowledge affects the way Disability Studies is conceptualised - whose experiences are incorporated within these studies; and whose are left out. Multilateral debate and dialogue between Disability Studies academics and activists in different locations around the world would help add on to the knowledge already available in the field, while keeping others informed about what is taking place in 'similar' situations elsewhere.peer-reviewe

Book reviews

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42841/1/10734_2004_Article_BF00129796.pd

Optimizing community-driven development through sage tradition in Cameroon

Powering community development requires a re-invention of traditional authority. This paper interrogates this proposition: how does sage tradition engender social resilience and what is the impact of traditional authority on the modern governance architecture? Sage tradition construed culturally as elder-led authority is anchored on wisdom and respect for elders—a pivotal asset in community development transactions. Informed by indigenous knowledge, social capital and asset-based concepts, an empirical account of strategic leadership by the elderly is proffered, uncovering indigenous governance in the North West Region, Cameroon. A pyramidal power structure validates village elders as key players in advancing social justice. They offer counsel and arbitrate in community affairs and mobilise community members for infrastructure provision—community halls, equipping schools, digging roads, building bridges and supply of fresh water. Though elder esteemed traditions prove perfunctory, findings show communities are benefiting from the accumulated, incremental cultural assets factored into local development. The paper concludes that thriving cultural assets should be amalgamated through a policy drive that taps into the utility of traditional authority, in synergy with modern state institutions to bolster social development, address poverty and social inequality

Religious pluralism in the United States and Britain

This article provides a historically informed analysis of the contemporary incorporation of Islam and Muslims into an idea of common – national – membership in the United States and Britain. It shows that there is a current movement towards synthesis between religious and national identities by Muslims themselves, and explores the ways in which this synthesis is occurring within rich and dynamic public spheres in societies that have historically included and incorporated other religious groups. The authors argue that both countries are wrestling with the extent to which they accommodate Muslims in ways that allow them to reconcile their faith and citizenship commitments, and that the British ‘establishment’ is no less successful at achieving this than secular republicanism in the US

Ethnic identity, acculturation orientations and psychological well-being among adolescents of immigrant background in Kenya

The aim of the present study was to evaluate the relationship of ethnic identity and acculturation strategies with psychological well-being among adolescents with an immigrant background in Kenya. A total of 269 adolescents from five high schools were involved. The sample included adolescents from Asian, Arab, and Somali immigrant backgrounds alongside native-born. A wide set of measures including the Multigroup Ethnic Identity Measure, Measure of Acculturation Orientation, Social Demographic Questionnaire, General Health Questionnaire and the Brief Students Multi-Dimensional Life Satisfaction Scale were administered. Ethnic identity (particularly the subscale on sense of ethnic belonging) was positively correlated with life satisfaction and psychological well-being. Moreover, cultural orientation towards the country of origin was closely related to psychological well-being. In conclusion, ethnic identity was associated with better psychological well-being among Kenyan adolescents. Conceptual models developed in the West can be applied in the African context when both sociocultural and economic factors are taken into consideration