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Editors: Andrew Hall and Leighanne Yuh
Education, the production of knowledge, identity formation, and ideological hegemony are inextricably linked in early modern and modern Korea. This study examines the production and consumption of knowledge by a multitude of actors and across languages, texts, and disciplines to analyze the formulation, contestation, and negotiation of knowledge. The production and dissemination of knowledge become sites for contestation and struggle—sometimes overlapping, at other times competing—resulting in a shift from a focus on state power and its control over knowledge and discourse to an analysis of local processes of knowledge production and the roles local actors play in them. Contributors are Daniel Pieper, W. Scott Wells, Yong-Jin Hahn, Furukawa Noriko, Lim Sang Seok, Kokubu Mari, Mark Caprio, Deborah Solomon, and Yoonmi Lee.
From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.

Contributors are: Kiri Avelar, Irving Ayala, Carmella Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gomez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzon Monterroso, Juana Moriel-Payne, Rachel Anna Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Omar Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
This volume focuses on the different challenges of language policy in the Southern African Development Community (SADC). Each of the seventeen chapters follows the same structure, ensuring readability and accessibility, and describes the unique aspects of each country. The work as a whole reveals the complex and reciprocal relations between multiple indigenous African languages, Creole languages and former colonial languages and it constitutes an opportunity to notice recurring patterns as well as distinctive characteristics.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
This book series covers the entire African continent on a national scale in order to provide a holistic overview of multilingualism and the language policies. Due to its country-by-country structure all African countries receive the same attention and space. For usability purposes, the countries are grouped in the different regional economic communities (RECs):
- Volume I: SADC
- Volume II: EAC & ECCAS
- Volume III: ECOWAS
- Volume IV: AMU & COMESA
These volumes of the series focus primarily on language-in-education policies (LiEP). The book series aims to describe and analyse the diverse challenges of LiEP for the entire African continent using a standard structure for each chapter to ensure readability. Book chapters will be mainly contributed by authors based in Africa.
Over the years, translation has increasingly become a necessary tool to function in contemporary society. Based on years of research and teaching activity within the field, this book offers a useful and effective paradigm for the translation of different types of texts, guiding readers towards the realisation of effective translation projects. The several contrastive analyses presented and the suggestions offered throughout will help readers appreciate the implications and consequences of every translation choice, encouraging them to develop reading and translating skills applicable to the variety of texts they face in everyday life, from novels to comic books, films, and television series.


On the 3rd of February 2012 the Guardian reported that Deputy Minister for Education and Vocational Training Philipo Mulugo said that the government was in the process of drafting a new policy to make Kiswahili the language of instruction in secondary schools. Thirty years earlier, in 1982, the Makweta commission came up with the same recommendation. Both before and after this date there have been policy drafts showing a commitment to shift the LOI from English to Kiswahili in secondary education. The policies have never got out of the pipeline. What has been the role of donors, the African elite and the general public? Since the first policy draft much research in Tanzania shows the detrimental effect on secondary school learners using English as a language of instruction. The 2014 education and training policy allows the use of Kiswahili as the language of instruction in secondary as well as in tertiary education. So far there is, however, no secondary school in Tanzania that has followed up the opportunity launched in this policy. The policy is, however, ambivalent. In one paragraph the recommendation is for the strengthening of Kiswahili. In the next the strengthening of English is recommended.

In: Handbook of Language Policy and Education in Countries of the Southern African Development Community (SADC)
Author: Liketso Dube


The Zimbabwe language situation has, for a long time, profiled English, Ndebele and Shona as the main languages for communication and for study up to university level. The rest of the languages spoken in the country carry the ‘minority’ languages label, with only recognition being just as home languages. Only the constitution of the country recognises sixteen languages as official languages but that is how far it goes. Kalanga or Tjikalanga is one of the non-dominant languages that have strongly fought for visibility. Names of business projects and signage in the rural town of Plumtree, an originally predominantly Kalanga speaking area, indicate availability of a resource for TjiKalanga teaching and learning outside the classroom. An onomastic reading of Plumtree Rural Municipality ergonyms demonstrates an unwritten language policy that is meant to make them a live learning and teaching resource. TjiKalanga is a cross-border language in the sense that the language is also spoken in some parts of Botswana, and hence; efforts of revival would receive moral and, most probably, material support from across the border. This chapter argues that linguistic landscape can play a significant role in promoting, the teaching and learning outside the classroom; of non-dominant languages in Zimbabwe.

In: Handbook of Language Policy and Education in Countries of the Southern African Development Community (SADC)
Author: Penelope Howe


Compared with other African countries, where languages from different families coexist, Madagascar exhibits relative homogeneity among varieties of the Malagasy language; nonetheless, politicians and educators have struggled to enact effective language policy. Two layers of linguistic power conflict have developed in Madagascar: in the pre-colonial period, between the Merina Malagasy variety of the capital and varieties spoken by other ethnic groups; and during French colonisation, between French and Malagasy. French was generally the unique language of instruction beyond primary school throughout colonisation. After Malagasy independence, the “malagasization” policy sought to phase French out of the system. Following the failure of this program, however, French was reinstated. These contradictory policies hindered the linguistic development of a generation of students. Although French remains the official language of instruction after primary school, modern classrooms do not reflect this, often because students’ and/or teachers’ competence is inadequate, hampering student success in all fields. Students also experience ideological conflicts, with some rejecting French and many seeing English as more practical. Recognizing these difficulties, a forthcoming policy change proposes a shift to a two-way bilingual education model. If implemented successfully, this could help combat negative linguistic ideologies and effect positive change for Malagasy education.

In: Handbook of Language Policy and Education in Countries of the Southern African Development Community (SADC)