Provides historical context for discussions of language planning in postcolonial societies by focusing on policies that have influenced language in three former British colonies. Suggests British colonialism, along with the emergence of America in the 20th century, is the main reason for the global role played by English today and an indispensable…

Using the works of writers like Thomas Wolfe, Christopher Koch, Raja Rao, and Albert Wendt, it is demonstrated that memory is a central element in postcolonial narratives and is associated with two important domains of cognition--recall of childhood and awareness of exile. (57 references) (JL)

Explains how a teacher's trip to Africa reinforced his commitment to a multicultural literature program. Recommends several books that might be incorporated into thematically-driven multicultural units such as "traditional tales,""rites of passage/search for identity,""cultures colliding," and "colonialism and…

Reviews the literature on internal colonialism with regard to Native-White relationships in Canada and the United States, features of colonial schooling found in Canadian schools and educational policies, and Native responses to colonized schooling. Examines recent trends toward self-determination and Native control of education, and argues for…

Reviews Malta's history with respect to language policy and adult literacy. The role that Maltese and English languages play in the country's culture and the nature of adult literacy programs for these languages are outlined. Other topics include emigration, colonialism, bureaucratic centralization, and female participation. (Contains 28…

Examines the language policy of the East India Company and the first governor-general who attempted to govern by understanding Indian people, language, and culture. At first, the company's policies helped disseminate Indian vernaculars, but later English-language education reversed this trend. (Author/JL)

Sierra Leone's Bo School was established in 1906 by British colonial officials to educate chiefs' sons for subordinate positions. Nevertheless, the school contributed to creation of the postindependence ruling class. Enrollment, curriculum, student life, responsibilities of British and African teachers, and alumni networks are examined. Contains…

Traces the imprints of colonial constraints on the evolution of science education in India against the backdrop of the British colonial legacy. Divides the British Educational Policy into three phases: 1792-1813, 1814-35, and 1836-57. Assesses British education policy with regard to the teaching of science following the descriptive analysis. (DB)

Compares U.S. and New Zealand histories of the relationship between the central government and indigenous peoples (American Indians/Maoris). Discusses major treaties, cyclical conservative/liberal swings between denial of treaty provisions and rectification, and the question of indigenous self-determination as interpreted disparately by national…

Suggests that the Luso-Brazilian Accord is a strategy to spread the Portuguese language in Africa, particularly in the former colonies of Angola, Mozambique, Guinea-Bissau, Cape Verde, and Sao Tome e Principe, and to construct and solidify a community of lusophone nations in geopolitical terms in world affairs. Language planning in these countries…

Discusses linking language with notions of collective identity and peoplehood by undertaking an historical inquiry into the ways conceptions of language, peoplehood, and nationhood have been interconnected in Guatemala. Focuses on Mayan languages and how they constitute Mayans as a distinct people, as distinct nationalities with a long history.…

Describes how a high school English teacher in Toronto took a class for gifted students called "Third World Literature" and reshaped it into a class on "Postcolonial Literature." Discusses students' initial resistance; describes the activities and projects by which students engaged with this literature; and notes their eventual…

Chronicles the development of early childhood education in Ghana. Considers the history of education in that country from 1529 and discusses the characteristics of current early childhood education and future development of these programs. (JPB)

A literature review on the origins, nature, and future of globalization and implications for education found little of relevance for low-income, postcolonial countries. Focusing on sub-Saharan Africa, a conceptual framework suggests how developing nations' educational policies are influenced by legacies of colonial education, the position of…

The Chinese occupation of Tibet destroyed the Tibetan monastic educational system, which had linked Buddhist education and Tibetan culture, and transformed Tibetans into a colonized indigenous population. Although there are 84 Tibetan schools in India, Nepal, and Bhutan, their curricula are based on each host country's centralized…