Acknowledgments; About the Authors; Introduction; Foreword: Part of the solution; Part I: Localization of Instruction and Curriculum Development; Localization of Instruction as a Right in Education: Tanzania and Nigeria Language-in-Education¿s Policies; Language, Learning, and Education for All in Africa; Voices in Development Struggles in the South: Experiences in Education in Tanzania, 1961-2011; Shaping Muslim Curriculum in Kenya; Part II: Rights to Education; Rights to Quality Education (Translated From French To English By Zehlia Babaci-Wilhite); Enhancing Capacities for Improving Quality Education Assessment Practices; Rethinking Quality Education in Tanzaniäs Classrooms; Appropriate Language in Education: The Strategy for National Development in Nigeria; Part III: Linguistic Rights in Education; Examining Ugandan and Malawian Language of Instruction Policies from a Linguistic Human Rights Perspective: Past and Present Challenges and Realities.; Violation for Linguistic Rights: The Effects on Tanzanian Education System and Work Places; Infusing a Rights-Based Approach in Initial Teacher Education in Postcolonial Zanzibar: Critical Insiders¿ Perspectives; The Local and the Global in Zanzibar¿s Educational Policy: Implications for Children¿s Rights in Education; Afterword: Paulo Freire¿s Legacy to World Education Rights.

This book sets out to bring voices of the South to the debate on localization of education and makes the case that it should be considered a right in education. Despite all the scientifically-based evidence on the improved quality of education through the use of a local language and local knowledge, English as a language of instruction and "Western" knowledge based curriculum continue to be used at all educational levels in many developing nations. This means that in many African countries, the goal of rights to education is becoming increasingly remote, let alone that of rights in education. With this understanding and with the awareness of the education challenges of millions of children throughout Africa, the authors argue that local curriculum through local languages needs to be valued and to be preserved, and that children need to be prepared for the world in a language that promotes understanding. The authors make a clear case that policy makers are in a position to work towards a quality education for all as part of a more comprehensive right-based approach. We owe it to the children of the South to offer the best quality education possible in order to achieve social justice.