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ERIC Number: EJ885868
Record Type: Journal
Publication Date: 2010-Jul
Pages: 13
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0950-0782
Home and School Literacy Practices in Africa: Listening to Inner Voices
Ngwaru, Jacob Marriote; Opoku-Amankwa, Kwasi
Language and Education, v24 n4 p295-307 Jul 2010
The voices of the main stakeholders in literacy and schooling--pupils and parents--have seldom been given adequate space in studies of school and classroom discourse in sub-Saharan Africa. The present paper attempts to redress this imbalance by presenting the voices of pupils from a multilingual urban primary school in Ghana and of parents from a rural bilingual school in Zimbabwe. The Ghanaian study highlights challenges associated with using an unfamiliar language, English, as the medium of instruction, selective teacher treatment in the classroom that leaves some children lacking confidence to participate and the strong influence of the home environment and other socio-economic conditions. The Zimbabwean study highlights what happens when parents are allowed a voice in their children's education. It is argued that pupil and parent perspectives can validate the findings of existing research, deepen our understanding of classroom interaction and, in some cases, challenge conventional wisdom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana; Zimbabwe