Publisher's Synopsis
Entering the controversial debate on educational language choice in Africa, this book examines the link between the language of instruction in former colonies and the form of knowledge produced in schools, considering issues such as who decides what language is used, the criteria for this decision and the implications of this decision for knowledge production and reproduction. Considering the contradictions between radical conceptions of change and their practical implementation, Roy-Campbell bases her study on evidence from the multilingual country of Tanzania.
