The "Ubuntu" Paradigm in Curriculum Work, Language of Instruction and Assessment

Autor/in	Brock-Utne, Birgit
Titel	The "Ubuntu" Paradigm in Curriculum Work, Language of Instruction and Assessment
Quelle	In: International Review of Education, 62 (2016) 1, S.29-44 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-016-9540-2
Schlagwörter	Language of Instruction; African Culture; Language Planning; Educational Policy; Code Switching (Language); Achievement Tests; International Assessment; Foreign Countries; Mathematics Tests; Science Tests; Mathematics Achievement; Science Achievement; Elementary Secondary Education; World Views; Educational Philosophy; African Languages; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Africa; Culture; Afrika; Kultur; Sprachwechsel; Politics of education; Bildungspolitik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; World view; Weltanschauung; Bildungsphilosophie; Erziehungsphilosophie; Language; Languages; Sprachen; Afrikanische Sprache
Abstract	This article discusses the concept "ubuntu", an African worldview rooted in the communal character of African life. Some of the same thinking can, however, be found in various Eurasian and Latin-American philosophies. The concept "ubuntu" is also used in language planning: here, the question of language of instruction is discussed through an "ubuntu" paradigm. The article focuses on policies regarding language in education, both at the micro-level, where translanguaging and code-switching are central, and at the macro-level, where Prestige Planning is discussed. The assessment practices taking place in schools are also looked at through an "ubuntu" lens. How far is it possible for developing countries to adhere to an education policy based on their own values when they have to participate in tests like Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) for Development? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01