Numéro

Vol. 12 No 2 (2014): Revue de l’enseignement supérieur en Afrique: Numéro spécial sur Liberté académique en Afrique

3 - African Languages Policy in the Education of South Africa: 20 Years of Freedom or Subjugation?

https://doi.org/10.57054/jhea.v12i2.1530
Neo Lekgotla laga Ramoupi
https://orcid.org/0000-0001-5223-8561

Corresponding Author(s) : Neo Lekgotla laga Ramoupi

Ramoupi.N@che.ac.za

Revue de l’enseignement supérieur en Afrique, Vol. 12 No 2 (2014): Revue de l’enseignement supérieur en Afrique: Numéro spécial sur Liberté académique en Afrique

Résumé

Cet article met l’accent sur la politique des langues africaines indigènes dans les débats sur l’enseignement en Afrique du Sud post apartheid et offre une revue de la politique de la langue dans l’éducation au cours des 20 dernières années passées de libération en Afrique du Sud. Le problème de recherche est que les Gouvernements post 1994 de l’Afrique du Sud déclaraient dans la constitution de la République d’Afrique du Sud (1996) que les langues africaines officielles indigènes doivent figurer dans les programmes du système éducatif. Mais, les constations montre que ce mandat constitutionnel n’a pas été accompli au cours des vingt années de la libération de l’Afrique du Sud. Les conclusions tirées sont que les anci- ennes deux langues officielles utilisées dans les politiques d’éducation de l’Afrique du Sud sous l’apartheid, c’est-à-dire, l’anglais et l’afrikaans, ont continué à l’être dans la prétendue mise en œuvre des langues africaines officielles indigènes dans les programmes d’enseignement d’une Afrique du Sud libre.

Mots-clés

langues africaine indigènes politique de la langue dans l’éducation culture et héritage histoire africaine libération multiculturalisme biticultur- alisme mono-culturalisme biticulturalisme Kiswahili
Neo Lekgotla laga Ramoupi. (2014). 3 - African Languages Policy in the Education of South Africa: 20 Years of Freedom or Subjugation?. Revue De l’enseignement supérieur En Afrique, 12(2), pp. 53–93. https://doi.org/10.57054/jhea.v12i2.1530
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)
BibTeX
Les références
  1. Alexander, Neville, 2004, ‘Language Problems & Language Planning’28:2 (113–130).
  2. Batibo, Herman M. 2013, ‘Maximising people’s participation through optimal language Policy: Lessons from the SADC Region’, in Hamish McIlwraith, ed., British Council, Multilingual Education in Africa: Lessons from the Juba Language- in-Education Conference.
  3. Biko, Bantu Steve, (1987, I Write What I Like: A Selection of His Writings. Aelred Stubbs C.R.,ed., London: Oxford, Heinemann.
  4. Fomba, C. O. et al., 2003, Étude de cas nationale: Mali. La pédagogie convergente comme facteur d’amélioration de la qualité de l’éducation de base au Mali. Analyse du développement de l’innovation et perspectives. Working Document. ADEA Biennale on Education in Africa, Grand Baie, Mauritius, 3–6 December.
  5. Glanz, Christine, 2013, UNESCO Institute for Lifelong Learning (UIL), ‘Why and How to Invest in African Languages, Multilingual and Multicultural Education in Africa.
  6. Glanz, Christine, (2013), UNESCO Institute for Lifelong Learning (UIL), ‘Why and how to Invest In African Languages, Multilingual and Multicultural Education in Africa,’ in Hamish McIlwraith, ed.,
  7. British Council, Multilingual Education in Africa: Lessons from the Juba Language-in-Education Conference.
  8. Hachipola, S. G., 1996, Survey of the Minority Languages of Zimbabwe. Harare: Department of African Languages and Literature.
  9. Heugh, Kathleen, 2002, ‘The Case Against Bilingual and Multilingual Education in South Africa’, PRAESA – Occasional Paper No.6. (1-42).
  10. Heugh, K., 2011, ‘Theory and Practice – Language Education Models in Africa: Research, Design, Decision-Making and Outcomes’, in Ouane, A. and Glanz, C., eds, Optimising Learning, Education and Publishing in Africa: The Language Factor. Hamburg: UIL, Tunis: ADEA, 105–156.
  11. Heugh, K. 2010, Productive Engagement with Linguistic Diversity in Tension with Globalised Discourses in Ethiopia. Current Issues in Language Planning, Vol. 11, No. 4, pp. 378–396.
  12. Kalema, J., 1985, Introduction in OAU Inter-African Bureau of Languages: Linguistic liberation and unity of Africa. Publication 6. Kampala: OAU Inter-African Bureau of Languages.
  13. La Grange, Zelda, 2014, Good Morning, Mr Mandela , London: Penguin Books. Legère, K., 1996, African Languages in Basic Education. Windhoek: Gamsberg MacMillan.
  14. Macdonald, C., 1990, Main Report on the Threshold Project. Pretoria: The Human Sciences Research Council (HSRC).
  15. Mateene, K., 1985, ‘Reconstruction of Official Status of Colonial Languages in Africa’, in OAU Inter-African Bureau of Languages. Linguistic liberation and unity of Africa. Publication 6. Kampala. OAU Inter-African Bureau of Languages, 18 –28.
  16. Orwell, George, 1946, Animal Farm, New York: Harcourt.
  17. Ouane, Adama and Glanz, Christine, ‘Why and How Africa Should Invest in African Languages and Multilingual Education: An Evidence- And Practice-Based Policy Advocacy Brief’, 2010, UNESCO, (Developed in collaboration with the Association for the Development of Education in Africa – ADEA), p.10.
  18. Policy Protocol: Revised Language Policy, 2014, Rhodes University.
  19. Ramoupi, Neo Lekgotla laga, 2012, ‘Deconstructing Eurocentric Education: A Com- parative Study of Teaching Africa-centred Curriculum at the University of Cape Town and the University of Ghana, Legon,’ Postamble, 7:2.
  20. Ramoupi, Neo Lekgotla Laga,(2014, ‘African Research and Scholarship: 20 Years of Lost Opportunities to Transform Higher Education in South Africa’, Ufahamu: A Journal of African Studies, Vol. 38, No.1. Available at : international_asc_ufa- hamu_25032. http://escholarship.org/uc/item/13m5c5vp Sozinho, F. Matsinhe, 2013, ‘African Languages as a Viable Factor in Africa’s Quest for Integration and Development: The View from ACALAN’, in Hamish McI- lwraith, ed., British Council, Multilingual Education in Africa: Lessons from the Juba Language-in-Education Conference.
  21. Thiong’o, wa Ngugi, 2005, ‘Europhone or African Memory: The Challenge of the Pan- Africanist Intellectual in the Era of Globalization,’ in Mkandawire, Thandika, ed., African Intellectuals: Rethinking Politics, Language, Gender and Development, Dakar: CODESRIA Books.
  22. Tshotsho, Baba P., 2013, ‘Mother Tongue Debate and Language Policy in South Africa’ International Journal of Humanities and Social Science, Vol. 3 No. 13; July, 39-44.
  23. Twala, Chitja, 2014, ‘The African National Congress (ANC) and the Cadre Deploy- ment Policy in the Post-Apartheid South Africa: A Product of Democratic Cen- tralisation or a Recipe for a Constitutional Crisis?’, J Soc Sci. 41(2): 159-165. Available at : http://www.krepublishers.com/02-Journals/JSS/JSS-41-0-000-14-
  24. Web/JSS-41-2-14-Abst-PDF/JSS-41-2-159-14-1741-Twala-C/JSS-41-2-159-14-1741-Twala-C-Tx[7].pdf
Read More

Biographie de l'auteur

Neo Lekgotla laga Ramoupi

PhD. holds a doctoral degree in African history major and minors in Public history and African Studies from Howard University, Washington D.C., USA (2013). Currently he is a Culture and Pan-Africanist historian. Currently a Senior Lecturer of History, Head of History and Chairperson of the Transformation Committee at the Wits University’s School of Education. He's a co-editor of Robben Island Rainbow Dreams: The Making of Democratic South Africa’s First National Heritage Institution (2021).
Dr Ramoupi's current book project is titled Izingoma Zo Mzabalazo Esiqithini: Culture History of Robben Island Maximum Security Prison in South Africa, 1960 -1991; and expected date of publication is September 2022 by Skotaville Publishers, with funding from the NIHSS. He is the Advisory Board Member of America’s Voices Against Apartheid (AVAA)
https://www.americasvoicesagainstapartheid.com/

Télécharger ce document PDF
PDF (ENGLISH)
Statistic
Read Counter : 788 Download : 165

Articles similaires

1 2 3 4 5 6 7 8 9 10 > >> 

Vous pouvez également Lancer une recherche avancée de similarité pour cet article.