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Holmarsdottir is a Professor in Multicultural and International Education and the Head of the PhD program in Teacher Education at Oslo and Akershus University College. She holds a PhD in Education and Development from the University of Oslo. Professor Holmarsdottir has been working with education and development for over 25 years, working in both Africa and Asia. She has been the scientific coordinator of the Gender Equality, Education and Poverty (GEEP) project and a member of the project on Education and Sustainable Development in a Post-Conflict Southern Sudan (NUCOOP). Both projects involve a consortium of several institutions and researchers and were funded by the Norwegian Ministry of Foreign Affairs. <br /><br />Professor Holmarsdottir work is within both humanities and social science, which has contributed to an interdisciplinary focus in her work. Her scholarship focuses particularly on issues of equity in education and, in particular, the challenges faced by various groups that are often marginalized within education (based on language, gender, ethnicity, disability, class, etc.). Prof. Holmarsdottir has endeavored to understand the link between policy and practice, inspired by Karen Mundy’s work on “global governance” and the work on Policy Borrowing and Lending by Gita Steiner-Khamsi and David Phillips. While the policy practice “gap” has been a major focus in her research agenda she has also been interested in educational quality, the education of youth in particular and teacher education. Holmarsdottir is the editor several books and author of numerous articles and book chapters dealing with issues related to the field of Comparative and International Education (CIES). She is also the series editor for a research methods and philosophy of sciences series from Sense Publishers entitled New Research-New Voices. This series is dedicated to promoting scholarship from new scholars and scholars from under-represented countries. <br /><br />From 2005-2012 Professor Holmarsdottir served as the UNESCO liaison representing the World Council of Comparative Education Societies (WCCES). In this capacity she has participated in numerous High Level meetings and NGO forums at UNESCO. Furthermore, she has organized and participated in seminars, congresses and conferences covering a wide range of topics. Currently, she is a board member for the US Comparative and International Education Society. Recent publications include a co-edited (with Vuyokazi Nomlomo, Alawia Farag and Zubeida Desai) collective volume entitled: Gendered Voices: reflections on gender and education in South Africa and Sudan (2013). Her most recent publication is co-edited with Sheri Bastien entitled "Youth at the margins: experiences from engaging youth in research worldwide" (2015) and a recent article: Baily, S. and Holmarsdottir, H. (2015). The quality of equity? Reframing gender, development and education in the post-2020 landscape. Gender and Education, 27(7). http://dx.doi.org/10.1080/09540253.2015.1103842<br /><span class="u-fw700">Phone: </span>+4767237236<br /><b>Address: </b>P.O. Box 4 St. Olavs plass<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="1526660">View All (8)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="1526660" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://oslomet.academia.edu/HallaHolmarsdottir","location":"/HallaHolmarsdottir","scheme":"https","host":"oslomet.academia.edu","port":null,"pathname":"/HallaHolmarsdottir","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div 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class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Books" data-toggle="tab" href="#books" role="tab" title="Books"><span>4</span> <span class="ds2-5-body-sm-bold">Books</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>16</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Halla Holmarsdottir</h3></div><div class="js-work-strip profile--work_container" data-work-id="12840016"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12840016/Youth_At_the_Margins_Critical_Perspectives_and_Experiences_of_Engaging_Youth_in_Research_Worldwide"><img alt="Research paper thumbnail of Youth 'At the Margins' Critical Perspectives and Experiences of Engaging Youth in Research Worldwide" class="work-thumbnail" src="https://attachments.academia-assets.com/37847763/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12840016/Youth_At_the_Margins_Critical_Perspectives_and_Experiences_of_Engaging_Youth_in_Research_Worldwide">Youth 'At the Margins' Critical Perspectives and Experiences of Engaging Youth in Research Worldwide</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This volume comes at a critical juncture, as global commitments transition from the Millennium De...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This volume comes at a critical juncture, as global commitments transition from the Millennium Development Goals to Sustainable Development Goals and the wider post-2015 development agenda is being discussed and debated. In these discussions, children and youth have been recognized as one of the nine major groups of civil society whose participation in decision making is essential for achieving sustainable development. There is also a concomitant need for action – innovative, evidence-based approaches to addressing entrenched global challenges or ‘wicked problems’ and engaging youth in those efforts. <br /> <br />Within academic discourse, the perspectives and active participation of youth in research has long been debated. It is widely believed that their participation can result in better policy responses and contribute to the development of more relevant and effective interventions and programs to address their needs. However, the engagement of youth in research processes is not without critique; issues such as how to move from tokenism towards authentic participation and empowerment have been critically discussed, and many question if youth can or should even be expected to make change happen. <br /> <br />Youth ‘At the Margins’: Critical Perspectives and Experiences of Engaging Youth in Research Worldwide brings together a range of critical and empirical contributions from emerging scholars and seasoned academics alike. Each contribution provides a unique perspective on the potentialities and challenges associated with youth engaged research. The chapters presented in this volume strive to critically interrogate and debate important foundational issues to consider when engaging youth in the research process, such as epistemological and methodological considerations. Important insights into the ethical, pedagogical and practical aspects one must contend with can be gleaned from the selection of chapters here; some of which are primarily theoretical and descriptive, whilst others present empirical data with case examples from around the world. <br /> <br />This volume is devoted to showcasing high quality contributions to the scholarly literature on youth engaged research in order to spur further critical debate on the various epistemological, methodological and ethical issues associated with engaging youth in research processes and in addressing intractable global issues. <br /> <br />The audience for this volume includes students, researchers and academics within a broad range of fields who are interested in understanding the range of approaches being used worldwide to include youth in research endeavors on issues of global importance including poverty, social exclusion, structural violence, un- and under-employment, education and health.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="68bd4e5c9da2edb4326915d9dcaa03dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37847763,"asset_id":12840016,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37847763/download_file?st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12840016"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12840016"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12840016; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12840016]").text(description); $(".js-view-count[data-work-id=12840016]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12840016; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12840016']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 12840016, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "68bd4e5c9da2edb4326915d9dcaa03dd" } } $('.js-work-strip[data-work-id=12840016]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12840016,"title":"Youth 'At the Margins' Critical Perspectives and Experiences of Engaging Youth in Research Worldwide","translated_title":"","metadata":{"abstract":"This volume comes at a critical juncture, as global commitments transition from the Millennium Development Goals to Sustainable Development Goals and the wider post-2015 development agenda is being discussed and debated. 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This volume aims to provide insight into the diversity of research being conducted in the northernmost parts of Europe. 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Given the high levels of democracy, education, income and public wealth, the Nordic countries have historically been committed to development co-operation in the name of solidarity, such as it is reflected in development policies, the aim of which is the support of many of the world’s poorest countries. In addition to clearly defined priorities with development policies in such areas as the environment and climate change, crisis prevention and support for peace processes, the Nordic countries underscore the importance of education, especially as regards its capacity to effect change in the aforementioned areas. \r\n\tDespite overall similarities, there are many features of the individual Nordic countries that make them distinctively different. In this volume some of the differences are manifest in the chapters, written by the sixteen comparativists whose work is presented herein. 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Although it would be incorrect to assert that research in this far away part of Europe represents something drastically different than that done in other parts of the world, it would be equally incorrect to maintain that being at the outskirts, on the cusp, or on the periphery – whichever way one wishes to describe the position of the Nordic countries in relation to the rest of the world – does not influence the ways in which educational processes, phenomena and their consequences are viewed. \r\n\"","internal_url":"https://www.academia.edu/1601208/Nordic_Voices_Teaching_and_Researching_Comparative_and_International_Education_in_the_Nordic_Countries","translated_internal_url":"","created_at":"2012-05-28T23:59:52.081-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1526660,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[{"id":37847838,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37847838/thumbnails/1.jpg","file_name":"nordic-voices.pdf","download_url":"https://www.academia.edu/attachments/37847838/download_file?st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Nordic_Voices_Teaching_and_Researching_C.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37847838/nordic-voices-libre.pdf?1433675317=\u0026response-content-disposition=attachment%3B+filename%3DNordic_Voices_Teaching_and_Researching_C.pdf\u0026Expires=1732374027\u0026Signature=ds1uOCamEr5f0XNiJ2HCvDK375iEjCfcGfNENN6p9MO~C-uLP4Q8qi7eL4t3NsD~C3qwwxWgv-SuTC1MFgEdtQ3i4t97NpH1nzPBWwGDCINUPO3JEXXWaisSqCL1Qt6y~Foy0vGDOMItcXrwfoJYA7bz-ry9rOxhT2Kz7DxVwwm~11BS~oDfYUWaLelOnN59klwjZNQG-Sx1sKlpy-Lbetcu1h27kmTebAFSTG8Mv9gv7A606tIpytIS-6Du1lg7flrfuxJpFoljYft~ttbORP1qlhLdYfL-nuwxJD0oJhjWZURfxr7zq2PW3U-ys5~ILUR~ObAvAchyQFlGiDw~fw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Nordic_Voices_Teaching_and_Researching_Comparative_and_International_Education_in_the_Nordic_Countries","translated_slug":"","page_count":30,"language":"en","content_type":"Work","owner":{"id":1526660,"first_name":"Halla","middle_initials":"","last_name":"Holmarsdottir","page_name":"HallaHolmarsdottir","domain_name":"oslomet","created_at":"2012-04-16T00:24:57.715-07:00","display_name":"Halla Holmarsdottir","url":"https://oslomet.academia.edu/HallaHolmarsdottir"},"attachments":[{"id":37847838,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37847838/thumbnails/1.jpg","file_name":"nordic-voices.pdf","download_url":"https://www.academia.edu/attachments/37847838/download_file?st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Nordic_Voices_Teaching_and_Researching_C.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37847838/nordic-voices-libre.pdf?1433675317=\u0026response-content-disposition=attachment%3B+filename%3DNordic_Voices_Teaching_and_Researching_C.pdf\u0026Expires=1732374027\u0026Signature=ds1uOCamEr5f0XNiJ2HCvDK375iEjCfcGfNENN6p9MO~C-uLP4Q8qi7eL4t3NsD~C3qwwxWgv-SuTC1MFgEdtQ3i4t97NpH1nzPBWwGDCINUPO3JEXXWaisSqCL1Qt6y~Foy0vGDOMItcXrwfoJYA7bz-ry9rOxhT2Kz7DxVwwm~11BS~oDfYUWaLelOnN59klwjZNQG-Sx1sKlpy-Lbetcu1h27kmTebAFSTG8Mv9gv7A606tIpytIS-6Du1lg7flrfuxJpFoljYft~ttbORP1qlhLdYfL-nuwxJD0oJhjWZURfxr7zq2PW3U-ys5~ILUR~ObAvAchyQFlGiDw~fw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":278718,"url":"https://www.sensepublishers.com/product_info.php?products_id=969\u0026osCsid=1a7"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Halla Holmarsdottir</h3></div><div class="js-work-strip profile--work_container" data-work-id="27216769"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/27216769/Book_Reviews_MOK_KA_HO_ed_2003_Centralization_and_Decentralization_Educational_Reforms_and_Changing_Governance_in_Chinese_Societies_Hong_Kong_Comparative_Education_Research_Centre_at_The_University_of_Hong_Kong_230_pp_ISBN_962_8093_58_4"><img alt="Research paper thumbnail of Book Reviews:MOK, KA-HO (ed.). 2003 Centralization and Decentralization. Educational Reforms and Changing Governance in Chinese Societies. Hong Kong: Comparative Education Research Centre at The University of Hong Kong. 230 pp. ISBN 962-8093-58-4" class="work-thumbnail" src="https://attachments.academia-assets.com/47473770/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/27216769/Book_Reviews_MOK_KA_HO_ed_2003_Centralization_and_Decentralization_Educational_Reforms_and_Changing_Governance_in_Chinese_Societies_Hong_Kong_Comparative_Education_Research_Centre_at_The_University_of_Hong_Kong_230_pp_ISBN_962_8093_58_4">Book Reviews:MOK, KA-HO (ed.). 2003 Centralization and Decentralization. Educational Reforms and Changing Governance in Chinese Societies. Hong Kong: Comparative Education Research Centre at The University of Hong Kong. 230 pp. ISBN 962-8093-58-4</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://umcp.academia.edu/NellyStromquist">Nelly Stromquist</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://oslomet.academia.edu/HallaHolmarsdottir">Halla Holmarsdottir</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://pei.academia.edu/DarkoStrajn">Darko Strajn</a></span></div><div class="wp-workCard_item"><span>International Review of Education</span><span>, 2005</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="eacfb28f3719f074be95bf939126c6c7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47473770,"asset_id":27216769,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47473770/download_file?st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27216769"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27216769"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27216769; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27216769]").text(description); $(".js-view-count[data-work-id=27216769]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27216769; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='27216769']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 27216769, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "eacfb28f3719f074be95bf939126c6c7" } } $('.js-work-strip[data-work-id=27216769]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":27216769,"title":"Book Reviews:MOK, KA-HO (ed.). 2003 Centralization and Decentralization. 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Reframing gender, development and education in the post-2020" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/20424880/The_quality_of_equity_Reframing_gender_development_and_education_in_the_post_2020">The quality of equity? Reframing gender, development and education in the post-2020</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing, with a goal to contribute to gender equality globally. As scholars continue in their quest to ‘take stock’ of the ways in which gender and education work in tandem to achieve greater gender equality, we observe a revival in interest regarding conversations on gender and education. These conversations cover a gamut of related issues, including teaching and achievement as well as a number of intersecting issues such as gender-based violence. Within the conversation has been a continued focus on the role of equity primarily defined as access and opportunity. This paper explores the context of quality as it relates to equity in education and addresses the problems that are still left on the margins. Our goal is to take stock and assess the strength of evidence and to provide directions for future research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="20424880"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="20424880"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20424880; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20424880]").text(description); $(".js-view-count[data-work-id=20424880]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20424880; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='20424880']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 20424880, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=20424880]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":20424880,"title":"The quality of equity? 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Reframing gender, development and education in the post-2020 landscape" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18686206/The_quality_of_equity_Reframing_gender_development_and_education_in_the_post_2020_landscape">The quality of equity? Reframing gender, development and education in the post-2020 landscape</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing, with a goal to contribute to gender equality globally. As scholars continue in their quest to ‘take stock’ of the ways in which gender and education work in tandem to achieve greater gender equality, we observe a revival in interest regarding conversations on gender and education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="5199100"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5199100/Moving_beyond_access_Tracing_perspectives_on_gender_equality_in_education_in_South_Africa_and_Sudan"><img alt="Research paper thumbnail of Moving beyond access: Tracing perspectives on gender equality in education in South Africa and Sudan" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5199100/Moving_beyond_access_Tracing_perspectives_on_gender_equality_in_education_in_South_Africa_and_Sudan">Moving beyond access: Tracing perspectives on gender equality in education in South Africa and Sudan</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5199100"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5199100"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5199100; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1601227"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1601227/The_Dialectic_between_Global_Gender_Goals_and_Local_Empowerment_girls_education_in_Southern_Sudan_and_South_Africa"><img alt="Research paper thumbnail of The Dialectic between Global Gender Goals and Local Empowerment: girls’ education in Southern Sudan and South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/32388406/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1601227/The_Dialectic_between_Global_Gender_Goals_and_Local_Empowerment_girls_education_in_Southern_Sudan_and_South_Africa">The Dialectic between Global Gender Goals and Local Empowerment: girls’ education in Southern Sudan and South Africa</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The start of the Education for All (EFA) movement ushered in a new era in education, an era linke...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The start of the Education for All (EFA) movement ushered in a new era in education, an era linked to research on issues such as ‘global governance’ or the ‘world institutionalization of education’. This global governance not only affects the way in which educational systems are influenced, it also involves how we view and define various issues within education. One of the major goals of the EFA movement, which has been accepted as part of the global consensus of ‘what works’, is the focus on gender equality, and in particular on the role education can play in empowering women and girls. This article is an attempt to understand key issues related to gender and education, and in particular the objective is to provide a critical analysis of how the global consensus in relation to gender and empowerment can be understood in a local context. The data reported on here are from fieldwork conducted in Southern Sudan and South Africa, and in this article we attempt to shed light on the local realities in relation to global gender goals.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="781e666865a9a6228c35fdb06e9397e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32388406,"asset_id":1601227,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32388406/download_file?st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1601227"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1601227"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1601227; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1601227]").text(description); $(".js-view-count[data-work-id=1601227]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1601227; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1601227']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1601227, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "781e666865a9a6228c35fdb06e9397e6" } } $('.js-work-strip[data-work-id=1601227]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1601227,"title":"The Dialectic between Global Gender Goals and Local Empowerment: girls’ education in Southern Sudan and South Africa","translated_title":"","metadata":{"abstract":"The start of the Education for All (EFA) movement ushered in a new era in education, an era linked to research on issues such as ‘global governance’ or the ‘world institutionalization of education’. 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Augestad"},"translated_abstract":"The start of the Education for All (EFA) movement ushered in a new era in education, an era linked to research on issues such as ‘global governance’ or the ‘world institutionalization of education’. This global governance not only affects the way in which educational systems are influenced, it also involves how we view and define various issues within education. One of the major goals of the EFA movement, which has been accepted as part of the global consensus of ‘what works’, is the focus on gender equality, and in particular on the role education can play in empowering women and girls. This article is an attempt to understand key issues related to gender and education, and in particular the objective is to provide a critical analysis of how the global consensus in relation to gender and empowerment can be understood in a local context. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1601223"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1601223/Language_policies_and_practices_in_Tanzania_and_South_Africa_problems_and_challenges"><img alt="Research paper thumbnail of Language policies and practices in Tanzania and South Africa: problems and challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/24149934/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1601223/Language_policies_and_practices_in_Tanzania_and_South_Africa_problems_and_challenges">Language policies and practices in Tanzania and South Africa: problems and challenges</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://oslomet.academia.edu/HallaHolmarsdottir">Halla Holmarsdottir</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uio.academia.edu/BirgitBrockUtne">Birgit Brock-Utne</a></span></div><div class="wp-workCard_item"><span>International Journal of Educational Development</span><span>, Jan 1, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The authors of the present article are engaged in a research project funded by the Norwegian Rese...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The authors of the present article are engaged in a research project funded by the Norwegian Research Council. In this project the language policies of Tanzania and South Africa, as well as the practices of these policies in the classroom are analyzed. The article gives some preliminary results from the project. While the language policies of Tanzania are described as confusing, contradictory, and ambiguous, the language policies of South Africa seem clearer and more progressive. In Tanzania, Kiswahili is seen as the national language, while both Kiswahili and English are official languages. The issue of language has, however, disappeared from the constitution in Tanzania. In the constitution of South Africa, 11 languages are official and seen as equal. But when it comes to practice in the classroom in both countries, the majority of the learners struggle to learn academic content because of the foreign medium that is used as the language of instruction from secondary school onwards in Tanzania and already from the fourth grade in primary school in South Africa. The research reported here shows that whatever the official policies may be the teachers in the classrooms will use whatever language they and their students feel most comfortable with. Examples are given here of the coping strategies teachers and learners use in both countries like translations, code-mixing and code-switching. At the end of the day the learners have to write their exams in English however. The language in education policy in most African countries lead many African pupils to fall even further behind. What seems to be a learning problem or a matter of bad grade, drop out and repetition is really a language problem.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f7d05ab6ce3071c2240fae79cdf9b00e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":24149934,"asset_id":1601223,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/24149934/download_file?st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1601223"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1601223"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1601223; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1601223]").text(description); $(".js-view-count[data-work-id=1601223]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1601223; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1601223']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1601223, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f7d05ab6ce3071c2240fae79cdf9b00e" } } $('.js-work-strip[data-work-id=1601223]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1601223,"title":"Language policies and practices in Tanzania and South Africa: problems and challenges","translated_title":"","metadata":{"abstract":"The authors of the present article are engaged in a research project funded by the Norwegian Research Council. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1601225"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1601225/Icelandic_A_Lesser_Used_Language_in_the_Global_Community"><img alt="Research paper thumbnail of Icelandic: A Lesser-Used Language in the Global Community" class="work-thumbnail" src="https://attachments.academia-assets.com/15305478/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1601225/Icelandic_A_Lesser_Used_Language_in_the_Global_Community">Icelandic: A Lesser-Used Language in the Global Community</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A small nation in the middle of the North Atlantic, Iceland currently has a population of 265,000...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A small nation in the middle of the North Atlantic, Iceland currently has a population of 265,000 (1996). The Iceland language has changed very little since the island was settled some 11 centuries ago. Despite the relatively small number of people who speak the language and irrespective of the globalisation efforts by the international community, which includes the ever-increasing influence of English worldwide, the Icelandic language and culture are stronger than ever. The current volume and variety of publications of Icelandic works in all areas have never been as great. Icelandic is a living and growing language. Growth in vocabulary, in response to recent phenomena like the introduction of new technology, has primarily come about with the development of new words from the language's roots. The near absence of Latin, Greek and, more recently, English or Danish words in Icelandic, is striking. Iceland's language policy is not only a governmental policy. It is a policy that comes from the grassroots with the government and official institutions viewing their job as one of service to the people of Iceland. Icelanders are very proud of their language and are extremely determined to continually develop and preserve it for future generations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="18c45cb678f04a5c9c9b29b15291db6b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":15305478,"asset_id":1601225,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/15305478/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1601225"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1601225"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1601225; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1601225]").text(description); $(".js-view-count[data-work-id=1601225]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1601225; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1601225']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1601225, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "18c45cb678f04a5c9c9b29b15291db6b" } } $('.js-work-strip[data-work-id=1601225]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1601225,"title":"Icelandic: A Lesser-Used Language in the Global Community","translated_title":"","metadata":{"abstract":"A small nation in the middle of the North Atlantic, Iceland currently has a population of 265,000 (1996). 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Icelandic is a living and growing language. Growth in vocabulary, in response to recent phenomena like the introduction of new technology, has primarily come about with the development of new words from the language's roots. The near absence of Latin, Greek and, more recently, English or Danish words in Icelandic, is striking. Iceland's language policy is not only a governmental policy. It is a policy that comes from the grassroots with the government and official institutions viewing their job as one of service to the people of Iceland. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1601224"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1601224/The_Choice_of_English_as_Medium_of_Instruction_and_Its_Effects_on_the_African_Languages_in_Nambia"><img alt="Research paper thumbnail of The Choice of English as Medium of Instruction and Its Effects on the African Languages in Nambia" class="work-thumbnail" src="https://attachments.academia-assets.com/15305477/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1601224/The_Choice_of_English_as_Medium_of_Instruction_and_Its_Effects_on_the_African_Languages_in_Nambia">The Choice of English as Medium of Instruction and Its Effects on the African Languages in Nambia</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://oslomet.academia.edu/HallaHolmarsdottir">Halla Holmarsdottir</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uio.academia.edu/BirgitBrockUtne">Birgit Brock-Utne</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 1995 Birgit Brock-Utne was asked by NIED (National Institute for Education and Development) in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 1995 Birgit Brock-Utne was asked by NIED (National Institute for Education and Development) in Namibia to make a study of the situation of the African languages after Independence in 1990. Five years later the study was followed up by Halla Holmarsdottir as her thesis for the degree of Master of Philosophy in Comparative and International Education. The study was supported by the Nordic Institute of African Studies. This article is built on both these studies, which shows that the enormous work that has gone into making English the official language of Namibia, has born fruits. However, Holmarsdottir in her 2000 study also found that teachers overestimate their knowledge of English and in fact recent teacher graduates are not significantly more proficient in English than those who have been teaching for some time. Both studies reveal that many people around the country have grave concerns that the Namibian languages are losing a battle against English. One notable example of this development is the drop in the number of students studying African languages at the University of Namibia. In 1995 there were 100 students taking Oshindonga, and in the academic year 1999–2000 there was one.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82aa18b54daee5d13927eb16eb0ec1e4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":15305477,"asset_id":1601224,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/15305477/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1601224"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1601224"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1601224; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1601224]").text(description); $(".js-view-count[data-work-id=1601224]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1601224; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1601224']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1601224, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "82aa18b54daee5d13927eb16eb0ec1e4" } } $('.js-work-strip[data-work-id=1601224]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1601224,"title":"The Choice of English as Medium of Instruction and Its Effects on the African Languages in Nambia","translated_title":"","metadata":{"abstract":"In 1995 Birgit Brock-Utne was asked by NIED (National Institute for Education and Development) in Namibia to make a study of the situation of the African languages after Independence in 1990. 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In 1995 there were 100 students taking Oshindonga, and in the academic year 1999–2000 there was one.","publication_date":{"day":1,"month":1,"year":2001,"errors":{}}},"translated_abstract":"In 1995 Birgit Brock-Utne was asked by NIED (National Institute for Education and Development) in Namibia to make a study of the situation of the African languages after Independence in 1990. Five years later the study was followed up by Halla Holmarsdottir as her thesis for the degree of Master of Philosophy in Comparative and International Education. The study was supported by the Nordic Institute of African Studies. This article is built on both these studies, which shows that the enormous work that has gone into making English the official language of Namibia, has born fruits. However, Holmarsdottir in her 2000 study also found that teachers overestimate their knowledge of English and in fact recent teacher graduates are not significantly more proficient in English than those who have been teaching for some time. Both studies reveal that many people around the country have grave concerns that the Namibian languages are losing a battle against English. One notable example of this development is the drop in the number of students studying African languages at the University of Namibia. In 1995 there were 100 students taking Oshindonga, and in the academic year 1999–2000 there was one.","internal_url":"https://www.academia.edu/1601224/The_Choice_of_English_as_Medium_of_Instruction_and_Its_Effects_on_the_African_Languages_in_Nambia","translated_internal_url":"","created_at":"2012-05-29T00:07:41.195-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1526660,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":10482723,"work_id":1601224,"tagging_user_id":1526660,"tagged_user_id":780860,"co_author_invite_id":null,"email":"b***e@ped.uio.no","affiliation":"University of Oslo","display_order":0,"name":"Birgit Brock-Utne","title":"The Choice of English as Medium of Instruction and Its Effects on the African Languages in Nambia"},{"id":10482725,"work_id":1601224,"tagging_user_id":1526660,"tagged_user_id":null,"co_author_invite_id":2433721,"email":"b***e@iped.uio.no","display_order":4194304,"name":"Birgit Brock-utne","title":"The Choice of English as Medium of Instruction and Its Effects on the African Languages in Nambia"}],"downloadable_attachments":[{"id":15305477,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/15305477/thumbnails/1.jpg","file_name":"p7730317141q7035.pdf","download_url":"https://www.academia.edu/attachments/15305477/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Choice_of_English_as_Medium_of_Instr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/15305477/p7730317141q7035-libre.pdf?1390864082=\u0026response-content-disposition=attachment%3B+filename%3DThe_Choice_of_English_as_Medium_of_Instr.pdf\u0026Expires=1732374028\u0026Signature=Mw1zFPwYFGU9Q1F7yxyo8by3~aqqhj52qnq7HDBIBoy5LHwkRy5bl96LqMLXmuUxrLtKmv6Wsl-Wh~E3k85fH-mJ--xBkW7KfXjtlOKrYFE69w4ktOhATlZbDM~81q43GN4JL2Ffx~qXJTQshcKr6wHHVfNc~kKO5ekM23pHmaf~CYRAVjxQdtFyRv9epkVlkn7hboN~9FIMK54nCJ1arkGXcYSe2Bjq93wkzGYVeEMvn9eutafykgJwszQdA~k8JGKI-D2~RSJma-~pZT8PNNmyz7vm6IcU3hBi9vGBRijMm4YpzQ6gp1GBYR9oHEAW22~KyjJPZ2b7K3LdDyjxig__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Choice_of_English_as_Medium_of_Instruction_and_Its_Effects_on_the_African_Languages_in_Nambia","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":1526660,"first_name":"Halla","middle_initials":"","last_name":"Holmarsdottir","page_name":"HallaHolmarsdottir","domain_name":"oslomet","created_at":"2012-04-16T00:24:57.715-07:00","display_name":"Halla Holmarsdottir","url":"https://oslomet.academia.edu/HallaHolmarsdottir"},"attachments":[{"id":15305477,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/15305477/thumbnails/1.jpg","file_name":"p7730317141q7035.pdf","download_url":"https://www.academia.edu/attachments/15305477/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Choice_of_English_as_Medium_of_Instr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/15305477/p7730317141q7035-libre.pdf?1390864082=\u0026response-content-disposition=attachment%3B+filename%3DThe_Choice_of_English_as_Medium_of_Instr.pdf\u0026Expires=1732374028\u0026Signature=Mw1zFPwYFGU9Q1F7yxyo8by3~aqqhj52qnq7HDBIBoy5LHwkRy5bl96LqMLXmuUxrLtKmv6Wsl-Wh~E3k85fH-mJ--xBkW7KfXjtlOKrYFE69w4ktOhATlZbDM~81q43GN4JL2Ffx~qXJTQshcKr6wHHVfNc~kKO5ekM23pHmaf~CYRAVjxQdtFyRv9epkVlkn7hboN~9FIMK54nCJ1arkGXcYSe2Bjq93wkzGYVeEMvn9eutafykgJwszQdA~k8JGKI-D2~RSJma-~pZT8PNNmyz7vm6IcU3hBi9vGBRijMm4YpzQ6gp1GBYR9oHEAW22~KyjJPZ2b7K3LdDyjxig__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English"},{"id":29497,"name":"African languages","url":"https://www.academia.edu/Documents/in/African_languages"},{"id":43492,"name":"Standardization","url":"https://www.academia.edu/Documents/in/Standardization"},{"id":145675,"name":"Standardisation","url":"https://www.academia.edu/Documents/in/Standardisation"}],"urls":[{"id":278724,"url":"http://dx.doi.org/10.1023/A:1017905910662"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="213126" id="books"><div class="js-work-strip profile--work_container" data-work-id="12840016"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12840016/Youth_At_the_Margins_Critical_Perspectives_and_Experiences_of_Engaging_Youth_in_Research_Worldwide"><img alt="Research paper thumbnail of Youth 'At the Margins' Critical Perspectives and Experiences of Engaging Youth in Research Worldwide" class="work-thumbnail" src="https://attachments.academia-assets.com/37847763/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12840016/Youth_At_the_Margins_Critical_Perspectives_and_Experiences_of_Engaging_Youth_in_Research_Worldwide">Youth 'At the Margins' Critical Perspectives and Experiences of Engaging Youth in Research Worldwide</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This volume comes at a critical juncture, as global commitments transition from the Millennium De...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This volume comes at a critical juncture, as global commitments transition from the Millennium Development Goals to Sustainable Development Goals and the wider post-2015 development agenda is being discussed and debated. In these discussions, children and youth have been recognized as one of the nine major groups of civil society whose participation in decision making is essential for achieving sustainable development. There is also a concomitant need for action – innovative, evidence-based approaches to addressing entrenched global challenges or ‘wicked problems’ and engaging youth in those efforts. <br /> <br />Within academic discourse, the perspectives and active participation of youth in research has long been debated. It is widely believed that their participation can result in better policy responses and contribute to the development of more relevant and effective interventions and programs to address their needs. However, the engagement of youth in research processes is not without critique; issues such as how to move from tokenism towards authentic participation and empowerment have been critically discussed, and many question if youth can or should even be expected to make change happen. <br /> <br />Youth ‘At the Margins’: Critical Perspectives and Experiences of Engaging Youth in Research Worldwide brings together a range of critical and empirical contributions from emerging scholars and seasoned academics alike. Each contribution provides a unique perspective on the potentialities and challenges associated with youth engaged research. The chapters presented in this volume strive to critically interrogate and debate important foundational issues to consider when engaging youth in the research process, such as epistemological and methodological considerations. Important insights into the ethical, pedagogical and practical aspects one must contend with can be gleaned from the selection of chapters here; some of which are primarily theoretical and descriptive, whilst others present empirical data with case examples from around the world. <br /> <br />This volume is devoted to showcasing high quality contributions to the scholarly literature on youth engaged research in order to spur further critical debate on the various epistemological, methodological and ethical issues associated with engaging youth in research processes and in addressing intractable global issues. <br /> <br />The audience for this volume includes students, researchers and academics within a broad range of fields who are interested in understanding the range of approaches being used worldwide to include youth in research endeavors on issues of global importance including poverty, social exclusion, structural violence, un- and under-employment, education and health.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="68bd4e5c9da2edb4326915d9dcaa03dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37847763,"asset_id":12840016,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37847763/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12840016"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12840016"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12840016; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12840016]").text(description); $(".js-view-count[data-work-id=12840016]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12840016; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12840016']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 12840016, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "68bd4e5c9da2edb4326915d9dcaa03dd" } } $('.js-work-strip[data-work-id=12840016]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12840016,"title":"Youth 'At the Margins' Critical Perspectives and Experiences of Engaging Youth in Research Worldwide","translated_title":"","metadata":{"abstract":"This volume comes at a critical juncture, as global commitments transition from the Millennium Development Goals to Sustainable Development Goals and the wider post-2015 development agenda is being discussed and debated. 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This volume aims to provide insight into the diversity of research being conducted in the northernmost parts of Europe. 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Given the high levels of democracy, education, income and public wealth, the Nordic countries have historically been committed to development co-operation in the name of solidarity, such as it is reflected in development policies, the aim of which is the support of many of the world’s poorest countries. In addition to clearly defined priorities with development policies in such areas as the environment and climate change, crisis prevention and support for peace processes, the Nordic countries underscore the importance of education, especially as regards its capacity to effect change in the aforementioned areas. \r\n\tDespite overall similarities, there are many features of the individual Nordic countries that make them distinctively different. In this volume some of the differences are manifest in the chapters, written by the sixteen comparativists whose work is presented herein. 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Hong Kong: Comparative Education Research Centre at The University of Hong Kong. 230 pp. ISBN 962-8093-58-4</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://umcp.academia.edu/NellyStromquist">Nelly Stromquist</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://oslomet.academia.edu/HallaHolmarsdottir">Halla Holmarsdottir</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://pei.academia.edu/DarkoStrajn">Darko Strajn</a></span></div><div class="wp-workCard_item"><span>International Review of Education</span><span>, 2005</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="eacfb28f3719f074be95bf939126c6c7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47473770,"asset_id":27216769,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47473770/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27216769"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27216769"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27216769; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27216769]").text(description); $(".js-view-count[data-work-id=27216769]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27216769; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='27216769']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 27216769, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "eacfb28f3719f074be95bf939126c6c7" } } $('.js-work-strip[data-work-id=27216769]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":27216769,"title":"Book Reviews:MOK, KA-HO (ed.). 2003 Centralization and Decentralization. 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Reframing gender, development and education in the post-2020" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/20424880/The_quality_of_equity_Reframing_gender_development_and_education_in_the_post_2020">The quality of equity? Reframing gender, development and education in the post-2020</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing, with a goal to contribute to gender equality globally. As scholars continue in their quest to ‘take stock’ of the ways in which gender and education work in tandem to achieve greater gender equality, we observe a revival in interest regarding conversations on gender and education. These conversations cover a gamut of related issues, including teaching and achievement as well as a number of intersecting issues such as gender-based violence. Within the conversation has been a continued focus on the role of equity primarily defined as access and opportunity. This paper explores the context of quality as it relates to equity in education and addresses the problems that are still left on the margins. Our goal is to take stock and assess the strength of evidence and to provide directions for future research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="20424880"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="20424880"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20424880; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20424880]").text(description); $(".js-view-count[data-work-id=20424880]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20424880; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='20424880']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 20424880, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=20424880]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":20424880,"title":"The quality of equity? 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Reframing gender, development and education in the post-2020 landscape" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18686206/The_quality_of_equity_Reframing_gender_development_and_education_in_the_post_2020_landscape">The quality of equity? Reframing gender, development and education in the post-2020 landscape</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing, with a goal to contribute to gender equality globally. As scholars continue in their quest to ‘take stock’ of the ways in which gender and education work in tandem to achieve greater gender equality, we observe a revival in interest regarding conversations on gender and education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1601227"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1601227/The_Dialectic_between_Global_Gender_Goals_and_Local_Empowerment_girls_education_in_Southern_Sudan_and_South_Africa"><img alt="Research paper thumbnail of The Dialectic between Global Gender Goals and Local Empowerment: girls’ education in Southern Sudan and South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/32388406/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1601227/The_Dialectic_between_Global_Gender_Goals_and_Local_Empowerment_girls_education_in_Southern_Sudan_and_South_Africa">The Dialectic between Global Gender Goals and Local Empowerment: girls’ education in Southern Sudan and South Africa</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The start of the Education for All (EFA) movement ushered in a new era in education, an era linke...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The start of the Education for All (EFA) movement ushered in a new era in education, an era linked to research on issues such as ‘global governance’ or the ‘world institutionalization of education’. 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Augestad"},"translated_abstract":"The start of the Education for All (EFA) movement ushered in a new era in education, an era linked to research on issues such as ‘global governance’ or the ‘world institutionalization of education’. This global governance not only affects the way in which educational systems are influenced, it also involves how we view and define various issues within education. One of the major goals of the EFA movement, which has been accepted as part of the global consensus of ‘what works’, is the focus on gender equality, and in particular on the role education can play in empowering women and girls. This article is an attempt to understand key issues related to gender and education, and in particular the objective is to provide a critical analysis of how the global consensus in relation to gender and empowerment can be understood in a local context. The data reported on here are from fieldwork conducted in Southern Sudan and South Africa, and in this article we attempt to shed light on the local realities in relation to global gender goals.","internal_url":"https://www.academia.edu/1601227/The_Dialectic_between_Global_Gender_Goals_and_Local_Empowerment_girls_education_in_Southern_Sudan_and_South_Africa","translated_internal_url":"","created_at":"2012-05-29T00:11:46.646-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1526660,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":10482717,"work_id":1601227,"tagging_user_id":1526660,"tagged_user_id":18617473,"co_author_invite_id":null,"email":"h***d@gmail.com","display_order":0,"name":"Heidi Augestad","title":"The Dialectic between Global Gender Goals and Local Empowerment: girls’ education in Southern Sudan and South Africa"}],"downloadable_attachments":[{"id":32388406,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32388406/thumbnails/1.jpg","file_name":"Holmarsdottir_et_al-RCIE_6-1.pdf","download_url":"https://www.academia.edu/attachments/32388406/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Dialectic_between_Global_Gender_Goal.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32388406/Holmarsdottir_et_al-RCIE_6-1-libre.pdf?1391580021=\u0026response-content-disposition=attachment%3B+filename%3DThe_Dialectic_between_Global_Gender_Goal.pdf\u0026Expires=1732374027\u0026Signature=YkVo7gVbhkL8-SWQc1Vm00clxHeEDx3f8opE7yK0OhHvMf5iAVVf3WUaiPaK3XdmkSDPBsI5HdA2yaQRAgQXazc96DAFovFJJH8MlXvCT2NhhRXCgmp82a69bK~XAXT82OnjFfueMeWPRcwYl4kG8KVep-LPkurqoHUwJiH2FmDnqFFsMMqcfMJJbWe1Ay4obbwHzZ1vAR3J9Db5gGJ9J5JUmNVzs5OzwLHpaVXQCMz5YMOuJ6U9nltQyVn5zrESl8uIM-RfaQdmob6PW1sQOoQSXRSshstKRFm3c116-IRoa052skZOIrW9QKrslXEZryA~zAg7BMfq1zRQZ9i1HA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Dialectic_between_Global_Gender_Goals_and_Local_Empowerment_girls_education_in_Southern_Sudan_and_South_Africa","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":1526660,"first_name":"Halla","middle_initials":"","last_name":"Holmarsdottir","page_name":"HallaHolmarsdottir","domain_name":"oslomet","created_at":"2012-04-16T00:24:57.715-07:00","display_name":"Halla Holmarsdottir","url":"https://oslomet.academia.edu/HallaHolmarsdottir"},"attachments":[{"id":32388406,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32388406/thumbnails/1.jpg","file_name":"Holmarsdottir_et_al-RCIE_6-1.pdf","download_url":"https://www.academia.edu/attachments/32388406/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Dialectic_between_Global_Gender_Goal.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32388406/Holmarsdottir_et_al-RCIE_6-1-libre.pdf?1391580021=\u0026response-content-disposition=attachment%3B+filename%3DThe_Dialectic_between_Global_Gender_Goal.pdf\u0026Expires=1732374027\u0026Signature=YkVo7gVbhkL8-SWQc1Vm00clxHeEDx3f8opE7yK0OhHvMf5iAVVf3WUaiPaK3XdmkSDPBsI5HdA2yaQRAgQXazc96DAFovFJJH8MlXvCT2NhhRXCgmp82a69bK~XAXT82OnjFfueMeWPRcwYl4kG8KVep-LPkurqoHUwJiH2FmDnqFFsMMqcfMJJbWe1Ay4obbwHzZ1vAR3J9Db5gGJ9J5JUmNVzs5OzwLHpaVXQCMz5YMOuJ6U9nltQyVn5zrESl8uIM-RfaQdmob6PW1sQOoQSXRSshstKRFm3c116-IRoa052skZOIrW9QKrslXEZryA~zAg7BMfq1zRQZ9i1HA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":8470,"name":"Empowerment","url":"https://www.academia.edu/Documents/in/Empowerment"},{"id":538090,"name":"Global gende goals","url":"https://www.academia.edu/Documents/in/Global_gende_goals"}],"urls":[{"id":278727,"url":"http://www.wwwords.co.uk/rcie/content/pdfs/6/issue6_1.asp#2"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1601223"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1601223/Language_policies_and_practices_in_Tanzania_and_South_Africa_problems_and_challenges"><img alt="Research paper thumbnail of Language policies and practices in Tanzania and South Africa: problems and challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/24149934/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1601223/Language_policies_and_practices_in_Tanzania_and_South_Africa_problems_and_challenges">Language policies and practices in Tanzania and South Africa: problems and challenges</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://oslomet.academia.edu/HallaHolmarsdottir">Halla Holmarsdottir</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uio.academia.edu/BirgitBrockUtne">Birgit Brock-Utne</a></span></div><div class="wp-workCard_item"><span>International Journal of Educational Development</span><span>, Jan 1, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The authors of the present article are engaged in a research project funded by the Norwegian Rese...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The authors of the present article are engaged in a research project funded by the Norwegian Research Council. In this project the language policies of Tanzania and South Africa, as well as the practices of these policies in the classroom are analyzed. The article gives some preliminary results from the project. While the language policies of Tanzania are described as confusing, contradictory, and ambiguous, the language policies of South Africa seem clearer and more progressive. In Tanzania, Kiswahili is seen as the national language, while both Kiswahili and English are official languages. The issue of language has, however, disappeared from the constitution in Tanzania. In the constitution of South Africa, 11 languages are official and seen as equal. But when it comes to practice in the classroom in both countries, the majority of the learners struggle to learn academic content because of the foreign medium that is used as the language of instruction from secondary school onwards in Tanzania and already from the fourth grade in primary school in South Africa. The research reported here shows that whatever the official policies may be the teachers in the classrooms will use whatever language they and their students feel most comfortable with. Examples are given here of the coping strategies teachers and learners use in both countries like translations, code-mixing and code-switching. At the end of the day the learners have to write their exams in English however. The language in education policy in most African countries lead many African pupils to fall even further behind. What seems to be a learning problem or a matter of bad grade, drop out and repetition is really a language problem.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f7d05ab6ce3071c2240fae79cdf9b00e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":24149934,"asset_id":1601223,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/24149934/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1601223"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1601223"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1601223; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1601223]").text(description); $(".js-view-count[data-work-id=1601223]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1601223; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1601223']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1601223, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f7d05ab6ce3071c2240fae79cdf9b00e" } } $('.js-work-strip[data-work-id=1601223]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1601223,"title":"Language policies and practices in Tanzania and South Africa: problems and challenges","translated_title":"","metadata":{"abstract":"The authors of the present article are engaged in a research project funded by the Norwegian Research Council. In this project the language policies of Tanzania and South Africa, as well as the practices of these policies in the classroom are analyzed. The article gives some preliminary results from the project. While the language policies of Tanzania are described as confusing, contradictory, and ambiguous, the language policies of South Africa seem clearer and more progressive. In Tanzania, Kiswahili is seen as the national language, while both Kiswahili and English are official languages. The issue of language has, however, disappeared from the constitution in Tanzania. In the constitution of South Africa, 11 languages are official and seen as equal. But when it comes to practice in the classroom in both countries, the majority of the learners struggle to learn academic content because of the foreign medium that is used as the language of instruction from secondary school onwards in Tanzania and already from the fourth grade in primary school in South Africa. The research reported here shows that whatever the official policies may be the teachers in the classrooms will use whatever language they and their students feel most comfortable with. Examples are given here of the coping strategies teachers and learners use in both countries like translations, code-mixing and code-switching. At the end of the day the learners have to write their exams in English however. The language in education policy in most African countries lead many African pupils to fall even further behind. What seems to be a learning problem or a matter of bad grade, drop out and repetition is really a language problem.","more_info":"Birgit Brock-Utne","publication_date":{"day":1,"month":1,"year":2004,"errors":{}},"publication_name":"International Journal of Educational Development"},"translated_abstract":"The authors of the present article are engaged in a research project funded by the Norwegian Research Council. In this project the language policies of Tanzania and South Africa, as well as the practices of these policies in the classroom are analyzed. The article gives some preliminary results from the project. While the language policies of Tanzania are described as confusing, contradictory, and ambiguous, the language policies of South Africa seem clearer and more progressive. In Tanzania, Kiswahili is seen as the national language, while both Kiswahili and English are official languages. The issue of language has, however, disappeared from the constitution in Tanzania. In the constitution of South Africa, 11 languages are official and seen as equal. But when it comes to practice in the classroom in both countries, the majority of the learners struggle to learn academic content because of the foreign medium that is used as the language of instruction from secondary school onwards in Tanzania and already from the fourth grade in primary school in South Africa. The research reported here shows that whatever the official policies may be the teachers in the classrooms will use whatever language they and their students feel most comfortable with. Examples are given here of the coping strategies teachers and learners use in both countries like translations, code-mixing and code-switching. At the end of the day the learners have to write their exams in English however. The language in education policy in most African countries lead many African pupils to fall even further behind. What seems to be a learning problem or a matter of bad grade, drop out and repetition is really a language problem.","internal_url":"https://www.academia.edu/1601223/Language_policies_and_practices_in_Tanzania_and_South_Africa_problems_and_challenges","translated_internal_url":"","created_at":"2012-05-29T00:07:40.942-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1526660,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":10482722,"work_id":1601223,"tagging_user_id":1526660,"tagged_user_id":780860,"co_author_invite_id":null,"email":"b***e@ped.uio.no","affiliation":"University of Oslo","display_order":0,"name":"Birgit Brock-Utne","title":"Language policies and practices in Tanzania and South Africa: problems and challenges"},{"id":10482724,"work_id":1601223,"tagging_user_id":1526660,"tagged_user_id":null,"co_author_invite_id":2433721,"email":"b***e@iped.uio.no","display_order":4194304,"name":"Birgit Brock-utne","title":"Language policies and practices in Tanzania and South Africa: problems and challenges"}],"downloadable_attachments":[{"id":24149934,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/24149934/thumbnails/1.jpg","file_name":"Language_policies_and_practices_in_Tanzania_and_South_Africa-problems_and_challenges.pdf","download_url":"https://www.academia.edu/attachments/24149934/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Language_policies_and_practices_in_Tanza.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/24149934/Language_policies_and_practices_in_Tanzania_and_South_Africa-problems_and_challenges-libre.pdf?1390867837=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_policies_and_practices_in_Tanza.pdf\u0026Expires=1732374027\u0026Signature=PwTn8ZWyWdyzwwnB~UsBAOCtIFs~yKbEgFvVh~8IG8Ci~-MAA66ZvvMJ~O3wOh3Zo7j3UlzaQFvQ57Vtru6vGpdUwygUaOunrAsmOeL5s-CiWeEOZ08BfrFCHhwEZE9DHjuL6igAodRPBExxyvCan550~aqi7hhqtQOsMGcHClCSuXiO2h4JCO0Q7wbrdAYgDEIcvzZn717pVkegIXjPTqQgzEByNsDC6rfT5Pvj7G73uTykym3Ms1yHD6fBETFMG8rP~JOyEUwAkHFnW6tkwKKxn2mnN8ZW2XZvcr0CFdTDmq0LMviSCJGBlSzHJeDzCXcGiwY8kER-qqAEn2eEGQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Language_policies_and_practices_in_Tanzania_and_South_Africa_problems_and_challenges","translated_slug":"","page_count":17,"language":"en","content_type":"Work","owner":{"id":1526660,"first_name":"Halla","middle_initials":"","last_name":"Holmarsdottir","page_name":"HallaHolmarsdottir","domain_name":"oslomet","created_at":"2012-04-16T00:24:57.715-07:00","display_name":"Halla Holmarsdottir","url":"https://oslomet.academia.edu/HallaHolmarsdottir"},"attachments":[{"id":24149934,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/24149934/thumbnails/1.jpg","file_name":"Language_policies_and_practices_in_Tanzania_and_South_Africa-problems_and_challenges.pdf","download_url":"https://www.academia.edu/attachments/24149934/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&st=MTczMjM3MDQyNyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Language_policies_and_practices_in_Tanza.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/24149934/Language_policies_and_practices_in_Tanzania_and_South_Africa-problems_and_challenges-libre.pdf?1390867837=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_policies_and_practices_in_Tanza.pdf\u0026Expires=1732374027\u0026Signature=PwTn8ZWyWdyzwwnB~UsBAOCtIFs~yKbEgFvVh~8IG8Ci~-MAA66ZvvMJ~O3wOh3Zo7j3UlzaQFvQ57Vtru6vGpdUwygUaOunrAsmOeL5s-CiWeEOZ08BfrFCHhwEZE9DHjuL6igAodRPBExxyvCan550~aqi7hhqtQOsMGcHClCSuXiO2h4JCO0Q7wbrdAYgDEIcvzZn717pVkegIXjPTqQgzEByNsDC6rfT5Pvj7G73uTykym3Ms1yHD6fBETFMG8rP~JOyEUwAkHFnW6tkwKKxn2mnN8ZW2XZvcr0CFdTDmq0LMviSCJGBlSzHJeDzCXcGiwY8kER-qqAEn2eEGQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":538062,"name":"Language policies and practices","url":"https://www.academia.edu/Documents/in/Language_policies_and_practices"}],"urls":[{"id":278723,"url":"http://www.sciencedirect.com/science/article/pii/S0738059303001159"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1601225"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1601225/Icelandic_A_Lesser_Used_Language_in_the_Global_Community"><img alt="Research paper thumbnail of Icelandic: A Lesser-Used Language in the Global Community" class="work-thumbnail" src="https://attachments.academia-assets.com/15305478/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1601225/Icelandic_A_Lesser_Used_Language_in_the_Global_Community">Icelandic: A Lesser-Used Language in the Global Community</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A small nation in the middle of the North Atlantic, Iceland currently has a population of 265,000...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A small nation in the middle of the North Atlantic, Iceland currently has a population of 265,000 (1996). The Iceland language has changed very little since the island was settled some 11 centuries ago. Despite the relatively small number of people who speak the language and irrespective of the globalisation efforts by the international community, which includes the ever-increasing influence of English worldwide, the Icelandic language and culture are stronger than ever. The current volume and variety of publications of Icelandic works in all areas have never been as great. Icelandic is a living and growing language. Growth in vocabulary, in response to recent phenomena like the introduction of new technology, has primarily come about with the development of new words from the language's roots. The near absence of Latin, Greek and, more recently, English or Danish words in Icelandic, is striking. Iceland's language policy is not only a governmental policy. It is a policy that comes from the grassroots with the government and official institutions viewing their job as one of service to the people of Iceland. Icelanders are very proud of their language and are extremely determined to continually develop and preserve it for future generations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="18c45cb678f04a5c9c9b29b15291db6b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":15305478,"asset_id":1601225,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/15305478/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1601225"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1601225"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1601225; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1601225]").text(description); $(".js-view-count[data-work-id=1601225]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1601225; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1601225']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1601225, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "18c45cb678f04a5c9c9b29b15291db6b" } } $('.js-work-strip[data-work-id=1601225]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1601225,"title":"Icelandic: A Lesser-Used Language in the Global Community","translated_title":"","metadata":{"abstract":"A small nation in the middle of the North Atlantic, Iceland currently has a population of 265,000 (1996). The Iceland language has changed very little since the island was settled some 11 centuries ago. Despite the relatively small number of people who speak the language and irrespective of the globalisation efforts by the international community, which includes the ever-increasing influence of English worldwide, the Icelandic language and culture are stronger than ever. The current volume and variety of publications of Icelandic works in all areas have never been as great. Icelandic is a living and growing language. Growth in vocabulary, in response to recent phenomena like the introduction of new technology, has primarily come about with the development of new words from the language's roots. The near absence of Latin, Greek and, more recently, English or Danish words in Icelandic, is striking. Iceland's language policy is not only a governmental policy. It is a policy that comes from the grassroots with the government and official institutions viewing their job as one of service to the people of Iceland. Icelanders are very proud of their language and are extremely determined to continually develop and preserve it for future generations.","publication_date":{"day":1,"month":1,"year":2001,"errors":{}}},"translated_abstract":"A small nation in the middle of the North Atlantic, Iceland currently has a population of 265,000 (1996). The Iceland language has changed very little since the island was settled some 11 centuries ago. Despite the relatively small number of people who speak the language and irrespective of the globalisation efforts by the international community, which includes the ever-increasing influence of English worldwide, the Icelandic language and culture are stronger than ever. The current volume and variety of publications of Icelandic works in all areas have never been as great. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1601224"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1601224/The_Choice_of_English_as_Medium_of_Instruction_and_Its_Effects_on_the_African_Languages_in_Nambia"><img alt="Research paper thumbnail of The Choice of English as Medium of Instruction and Its Effects on the African Languages in Nambia" class="work-thumbnail" src="https://attachments.academia-assets.com/15305477/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1601224/The_Choice_of_English_as_Medium_of_Instruction_and_Its_Effects_on_the_African_Languages_in_Nambia">The Choice of English as Medium of Instruction and Its Effects on the African Languages in Nambia</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://oslomet.academia.edu/HallaHolmarsdottir">Halla Holmarsdottir</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uio.academia.edu/BirgitBrockUtne">Birgit Brock-Utne</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 1995 Birgit Brock-Utne was asked by NIED (National Institute for Education and Development) in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 1995 Birgit Brock-Utne was asked by NIED (National Institute for Education and Development) in Namibia to make a study of the situation of the African languages after Independence in 1990. Five years later the study was followed up by Halla Holmarsdottir as her thesis for the degree of Master of Philosophy in Comparative and International Education. The study was supported by the Nordic Institute of African Studies. This article is built on both these studies, which shows that the enormous work that has gone into making English the official language of Namibia, has born fruits. However, Holmarsdottir in her 2000 study also found that teachers overestimate their knowledge of English and in fact recent teacher graduates are not significantly more proficient in English than those who have been teaching for some time. Both studies reveal that many people around the country have grave concerns that the Namibian languages are losing a battle against English. One notable example of this development is the drop in the number of students studying African languages at the University of Namibia. In 1995 there were 100 students taking Oshindonga, and in the academic year 1999–2000 there was one.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82aa18b54daee5d13927eb16eb0ec1e4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":15305477,"asset_id":1601224,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/15305477/download_file?st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&st=MTczMjM3MDQyOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1601224"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1601224"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1601224; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1601224]").text(description); $(".js-view-count[data-work-id=1601224]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1601224; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1601224']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1601224, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "82aa18b54daee5d13927eb16eb0ec1e4" } } $('.js-work-strip[data-work-id=1601224]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1601224,"title":"The Choice of English as Medium of Instruction and Its Effects on the African Languages in Nambia","translated_title":"","metadata":{"abstract":"In 1995 Birgit Brock-Utne was asked by NIED (National Institute for Education and Development) in Namibia to make a study of the situation of the African languages after Independence in 1990. 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In 1995 there were 100 students taking Oshindonga, and in the academic year 1999–2000 there was one.","publication_date":{"day":1,"month":1,"year":2001,"errors":{}}},"translated_abstract":"In 1995 Birgit Brock-Utne was asked by NIED (National Institute for Education and Development) in Namibia to make a study of the situation of the African languages after Independence in 1990. Five years later the study was followed up by Halla Holmarsdottir as her thesis for the degree of Master of Philosophy in Comparative and International Education. The study was supported by the Nordic Institute of African Studies. This article is built on both these studies, which shows that the enormous work that has gone into making English the official language of Namibia, has born fruits. 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