Macleans Geo-JaJa - Academia.edu (original) (raw)

Papers by Macleans Geo-JaJa

Social Science Research Network, 2013

The continued use of English, French and Portuguese for educational purposes in Africa monopolize... more The continued use of English, French and Portuguese for educational purposes in Africa monopolizes the control of national educational policies and goals. This paper explores the constraints of these linguistic choices, which are core to quality schooling and inclusive development based on a study of a curriculum change in Zanzibar in which English has replaced Kiswahili as the language of instruction. This paper will critically examine the debates for considering the use of a local language in Mathematics and Science as a right in education. Relying on several field visits over a period of three years, involving observation in classrooms and interviews with policy makers, primary teachers and tertiary institution scholars. The study further investigates the reasons behind the curriculum change, the extent to which teachers and schools are prepared for the change, and the consequences of the change for the learning environment. The findings of the study show that local language use and localized curriculum are at the core of quality education - right in education. From the perspective of a rights-capability-based educational approach, the study concludes that non-localized curriculum or the non-preservation of local language or at the other end, the promotion of foreign language policies violate right in education in Zanzibar.

The WCCES is an international organization of comparative education societies worldwide and is an... more The WCCES is an international organization of comparative education societies worldwide and is an NGO in consultative partnership with UNESCO. The WCCES was created in 1970 to advance the field of comparative education. Members usually meet every three years for a World Congress in which scholars, researchers, and administrators interact with colleagues and counterparts from around the globe on international issues of education. The WCCES also promotes research in various countries. Foci include theory and methods in comparative education, gender discourses in education, teacher education, education for peace and justice, education in post-conflict countries, language of instruction issues, Education for All. Such topics are usually represented in thematic groups organized for the World Congresses. Besides organizing the World Congresses, the WCCES has a section in CERCular, the newsletter of the Comparative Education Research Centre at the University of Hong Kong, to keep individual societies and their members abreast of activities around the world. The WCCES comprehensive website is http://www.wcces.com As a result of these efforts under the auspices of the global organization, WCCES and its member societies have become better organized and identified in terms of research and other scholarly activities. They are also more effective in viewing problems and applying skills from different perspectives, and in disseminating information. A major objective is advancement of education for international understanding in the interests of peace, intercultural cooperation, observance of human rights and mutual respect among peoples. The WCCES Series was established to provide for the broader dissemination of discourses between scholars in its member societies. Representing as it does Societies and their members from all continents, the organization provides a special forum for the discussion of issues of interest and concern among comparativists and those working in international education. The first series of volumes was produced from the proceedings of the World Council of Comparative Education Societies XIII World Congress, which met in Sarajevo, Bosnia and Herzegovina, 3-7 September, 2007 with the theme of Living Together: Education and Intercultural Dialogue. The first series included the following titles:

Political Crossroads, 2021

This position paper seeks to identify the undermining of freedom and human rights, juxtaposed thr... more This position paper seeks to identify the undermining of freedom and human rights, juxtaposed through the narrative of “so much ill and so little good” (Easterly, 2006) regarding traditional aid and cooperation. The hardships currently constructed by linear frameworks leave no space for countries to define their own developmental pathway. The inherent ideology of current constructs neglects local initiatives and freedom of action and needs to endorse humanistic dialogue or a shift in approach, rather than a radical change of content. This paper proposes a hybridised approach as a means to “restoring culture” in development for Development Aid with Reciprocity ‐the deepening of human rights in every sphere of development and increasing the voice of people. It is contended that development aid for reciprocity in direct relation to the benefit of assistance to the countries in question would provide a most positive approach to development.

Education, Language, and Economics, 2010

World Studies in Education, 2017

Effects of Globalization on Education Systems and Development, 2016

Understanding development aid is complex and always a two-edged sword, because the donors and rec... more Understanding development aid is complex and always a two-edged sword, because the donors and recipients often hold different motives and interests based on their ideological backgrounds and schools of thought and are driven by economic, political, social, and cultural considerations. Previously, the money-centric conceptualization had been the norm to guide development aid. Even when rights in education is advocated, aid is predominately allocated for meeting the need for right to education – the purpose of increasing access to and quantity of education. The core puzzle of quality education remains unsolved, and the effectiveness of development continues to be criticized.

World Studies in Education, 2012

ABSTRACT This paper studies the nexus associated with human rights in development aid and the pow... more ABSTRACT This paper studies the nexus associated with human rights in development aid and the powerful confluences of bilateral aid flows, considered “global apartheid”, that are the reasons for the economic conditions in receiving countries. The reality of aid and the exigencies of instrumental economicism in aid has left recipients hostage to global wealth. We find considerable evidence that the Beijing Consensus architecture serves as a more effective alternative development framework for Africa in contrast to the dominant Washington Consensus model articulated by the World Bank and the International Monetary Fund (IMF), which emphasizes markets and a minimal role for the state. From the criteria of per- formability, the implicit contrast in the case of China is delinking foreign policy from foreign aid which acknowledges the critical role of human rights and mutual benefit policy, as opposed to focus on geopolitical interests and strategic considerations correlate to colonial past. We conclude that Official Development Assistance (ODA) which remains the corner- stone of OECD DAC foreign policy has not helped to pull countless people in Africa out of poverty trap.

International Journal of Social Economics, 2013

ABSTRACT The emergence of the Chinese aid consensus has come to have profound implications for su... more ABSTRACT The emergence of the Chinese aid consensus has come to have profound implications for sustainability. The Beijing Consensus “sovereignty doctrine” of non-interference, presents a stark contrast to the Washington Consensus architecture of imposed conditionalities and the serving of geopolitical interests. For this reason, from Africa’s perspective, the Beijing Consensus appears to represent the preferred comprehensive meta-narrative for Africa. The purpose of this paper is to discuss the attributes of “good” aid architecture in relation to the peculiarities of Africa’s challenges.

International Review of Education, 2012

This thesis explores the consequences of linguistic choices for quality education, selfdetermined... more This thesis explores the consequences of linguistic choices for quality education, selfdetermined development and children's rights in education. The analysis centers on a case study of a curriculum change in Zanzibar in which English has replaced Kiswahili as the language of instruction in the last years of primary school in Mathematics and Science subjects. The case study is grounded in an extensive review of theory and practices on the relationship between language of instruction, learning and rights in education. The research design encompassed several field visits to Zanzibar over a period of three years, and deployed qualitative methods, including observation in classrooms and an extensive set of interviews with policy makers, teachers and Tanzanian academics. The field study researched the reasons behind the curriculum change, the extent to which schools were prepared for the change, and the consequences of the change for the learning environment. 2 Review of the literature on language policy in African education and its implications for quality learning and identity..

International Review of Education, 2003

On the basis of the Nigerian experience, this article argues that the structural adjustment progr... more On the basis of the Nigerian experience, this article argues that the structural adjustment programs of the World Bank and the International Monetary Fund, when misapplied, can have a devastating effect on the educational systems that are essential to human resource development. The paper considers how the objectives of structural adjustment might have been accomplished without harming education, and recommends

International Handbook on Globalisation, Education and Policy Research

Globalisation has been described as the decoupling of space and time through which instantaneous ... more Globalisation has been described as the decoupling of space and time through which instantaneous communications, knowledge and culture can be shared around the world simultaneously. It is equally a process in which geographic distance becomes a factor of diminishing ...

Globalisation, Comparative Education and Policy Research 12-volume Book Series (Springer) Series ... more Globalisation, Comparative Education and Policy Research 12-volume Book Series (Springer) Series editor: Joseph Zajda (Australian Catholic University, Melbourne Campus) http://www. springeronline. com/sgw/cda/frontpage Book series overview The ...

International Journal of …, 1987

In an earlier issue of this journal we compared international experiences in manpower planning at... more In an earlier issue of this journal we compared international experiences in manpower planning at the national level[1]. We offered a matrix of planning approaches (Figure 1), a typology of the politico-economic systems in which such planning has occurred (not repeated here) and ...

World Studies in Education, 2002

ABSTRACT

… Handbook on Globalisation, Education and Policy …, 2005

Market forces are one source of the impetus of globalisation that is driven by transnational comp... more Market forces are one source of the impetus of globalisation that is driven by transnational companies (TNCs) through their competitive search for profit internationally. The dramatic globalisation of social and economic activities that intensified during the mid 1980s is characterised by a ...