Teaching science for development — in whose language?. Language, literacy, power and democracy in Africa. From 1987 through 1992, she was a professor at the University of Dar Es Salaam in Tanzania. Global Women's Issues and Knowledge. Oslo: Norwegian Institute of International Affairs and International Peace Research Institute, Oslo.
She completed her doctorate in peace studies in 1988 and it was published in 1989. Using an autoethnographic approach in research. Brock-Utne has served as a consultant for the Norwegian Foreign Ministry in Niger, Guinea, Swaziland, and Uganda. . At the University of Oslo she taught a course in peace education for many years. Language of instruction in mathematics and science — the case of Zanzibar.
There are also biographical sketches of Muhlenberg men who fought in the War of 1812 or the Category: History. In: Brock-Utne,Birgit and Liv Bøyesen: Å greie seg i utdanningssystemet i nord og sør. In the years 1988-1992 she got her professorship at the UiO transferred to the University of Dar es Salaam,Tanzania. In: Capacity Building and Education in Development. The overall meta-theme that emerges from the collection is the need to view the teaching and learning of these languages in relation to the different needs of the speakers within a sociolinguistics of mobility.
Language, literacy, power and democracy in Africa. Decolonisation of research in the African University, In Leketi Makalela ed. Practical pedagogics within teacher training Oslo::Asche¬houg. The role of language in higher education in Africa. Beiträge zum 20-jährigen Jubiläum des Friedenszentrums Burg Schlaining.
Oslo: Institute for Educational Research. On the language of instruction in Tanzania. She was a Visiting Professor at the University of Dar es Salaam, Tanzania from 1988 to1992 and has since that time written extensively on education in Africa. Introduction to multicultural and comparative education, education and development Bergen: Fagbokforlaget. Part of the solution, In Zehlia Babaci-Wilhite ed. In: Malmberg, Lars Erik, Sven-Erik Hansen and Kaj Heino eds : Basic Education for All: A Global Concern for Quality.
Sicurezza internazionale e linguaggio: un ampliamento del modello di giornalismo di pace. Little thought has, however, been given to the fact that these children do not understand what the teacher is saying. Decolonisation of knowledge in the African university. I: International Handbook on Globalisation, Education and Policy Research. As the various chapters in this book show, some parents strongly support the use of languages other than the national language in education, while others are actively against it, and perhaps a majority have ambivalent feelings. Peace, Power and the Role of Language.
Instruction is given, often from the first grade, in a foreign language, a language children do not hear outside of school. A joint outlook on the North and the South. And how do we get there? This book explores ways in wich a traditional task-based approach to language teaching, can be extended to help students not only to become more skilful language users, but to become more skillful learners in the process. In this thought-provoking new volume, Dr. In this thought-provoking new volume, Dr.
Education, Indigenous knowledges,and development in the global South:Contesting knowledges for a sustainable future. Brock-Utne, Birgit l989 Feminist Perspectives on Peace and Peace Educati¬on. Innføring i flerkulturell og komparativ pedagogikk, utdanning og utvikling. Inclusive Teaching and Learning in Non-Dominant Languages and Cultures. Birgit Brock-Utne is a Professor of Education and Development at the University of Oslo, Norway. Researching language and culture in Africa using an autoethnographic approach. Language policy and science could some African countries learn from some Asian countries?.
In: Brock-Utne, Birgit, Zubeida Desai and Martha Qorro eds. Multilingualism in Africa, marginalisation and empowerment, In Hywel Coleman ed. A Korean edition appeared in 1986. Drawing on contemporary accounts of a number of key individuals who were involved in those watershed events, it recasts their stories in the light of current changes in education. Introduction to multicultural and comparative education, education and development Bergen: Fagbokforlaget. The Recolonization of the African mind? In this thought-provoking new volume, Dr. Some receive strong government support, while others receive none.
Using a narrative approach to researching literacy and non-formal education in Africa and Asia. Main book: 2000: Whose Education for All? Innføring i flerkulturell og komparativ pedagogikk, utdanning og utvikling. Å pendle mellom ulike kulturer. The richness and the poverty of multilingualism — examples from Africa. Copenhagen: The Association of Development Researchers in Denmark.