State-Building and Multilingual Education in Africa

Nonfiction, Social & Cultural Studies, Political Science, International, Foreign Legal Systems
Cover of the book State-Building and Multilingual Education in Africa by Ericka A. Albaugh, Cambridge University Press
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Author: Ericka A. Albaugh ISBN: 9781139905084
Publisher: Cambridge University Press Publication: April 24, 2014
Imprint: Cambridge University Press Language: English
Author: Ericka A. Albaugh
ISBN: 9781139905084
Publisher: Cambridge University Press
Publication: April 24, 2014
Imprint: Cambridge University Press
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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