Introduction
The Millennium Development Goals and multilingual literacy in African communities
Bibliographic Data
| ID | 11181754 |
|---|---|
| Authors | Beatrice Norton (0000-0001-7449-3598, University of British Columbia, corresponding author), Bonny Norton |
| Year | 2014 |
| Volume | 35 |
| Issue | 7 |
| Pages | 633-645 |
| Publication date | 2014-11-10 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Multilingual and Multicultural Development (JOURNAL) |
| Journal identifiers | ISSN: 0143-4632 • E-ISSN: 1747-7557 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01434632.2014.908887 |
| OpenAlex | W2157087700 |
| Language | EN |
| Citations received | 6 |
| References cited | 27 |
This article is the guest editor's introduction to the special issue of the Journal of Multilingual and Multicultural Development on ‘Multilingual Literacy and Social Change in African Communities’. Norton examines the diverse contributions with reference to the United Nations’ Millennium Development Goals, formulated in 2000 to ‘make poverty history’ by 2015. Bamgbose argues convincingly that language is central in the struggle for educational progress, gender equality and improved health. Makoe and McKinney, for example, highlight continuities in language practices in post-apartheid South African schools, while Early and Norton address the challenges of teaching through English as medium in Uganda. As discussed by Sherris and colleagues, programmes like School for Life, which validate the local languages of out-of-school Ghanaian youth, are exemplary, and can be contrasted with the troubling pedagogical practices identified by Higgins in her HIV/AIDS educational research in Tanzania. The validation of local knowledge is also a theme in Namazzi and Kendrick, who insightfully address multimodal educational practices in Ugandan child-headed households. Lemphane and Prinsloo provide a window on the future, cautioning that the digital literacy practices of diverse youth can be indexical of social inequalities. Much of the work for the special issue was undertaken when the author was a Distinguished Scholar in Residence at UBC's Peter Wall Institute for Advanced Studies. This support, a UBC Faculty of Education grant, and SSHRC, are gratefully acknowledged
Economic growth · Literacy · Millennium Development Goals · Multiculturalism · Multilingualism · Pedagogy · Political science · Poverty · Social science · Sociology · Gender Studies · Law · Literacy, Media, and Education · Multilingual Education and Policy · Second Language Learning and Teaching
Teaching multilingual literacy in Ugandan classrooms
Introduction
A Bourdieusian analysis of the educational field and professional identity of EFL teachers
Medium of instruction policies in Ghanaian and Indian primary schools
Research tasks on identity in language learning and teaching
Psychosocial deficits underpinning child headed households (CHHs) in Mabvuku and Tafara suburbs of Harare, Zimbabwe
Ethnographic Approaches to Literacy Research
Literacy and Development
Identity and Language Learning
Literacy and Power
The Sociolinguistics of Globalization
Continua of Biliteracy
Keeping the promise of the Millennium Development Goals
New Language Bearings in Africa
United Nations Millennium Declaration
Resisting Linguistic Imperialism in English Teaching
Linguistic ideologies in multilingual South African suburban schools
Revisiting English as medium of instruction in rural African classrooms
Multilingual cultural resources in child-headed families in Uganda
The language factor in development goals
Constructing identities through literacy events in HIV/Aids education
Children's digital literacy practices in unequal South African settings
Linking literacy and libraries in global communities
School for Life in Ghana
Reading in Africa, beyond the school
Plurilingual Pedagogical Practices in a Policy‐Constrained Context
Funds of knowledge for teaching
Decolonizing Methodologies
World Englishes and applied linguistics
| Citations per year | 0.6 |
|---|---|
| Citation span | 2016 - 2021 (6) |
| Highly cited | No |