STORRE

The aim of this article is threefold: firstly, it seeks to critique, from the perspective of Iberian and Latin American studies, the Eurocentrism inherent in the research programme known as the ‘Global Middle Ages’ that has emerged in the last two decades in Humanities faculties primarily in the USA and Europe. Secondly, it argues that the identification of global neomedievalism is particu larly indicative of the Eurocentric limits of the global medieval paradigm, which is illustrated with se...

The importance of language is consistently ignored within teacher training across Africa, with training designed assuming that learners are fully competent in the Medium-of-Instruction (MOI). This causes widespread challenges and often means that children cannot access education in a familiar language. This is particularly true at the primary level where the familiar languages of children may not be the same as the specified Medium of Instruction. Focusing on Tanzania, this paper discusses th...

Multilingualism is widespread amongst individuals and communities in African countries. However, language-in-education policies across the continent continue to privilege monolingual approaches to language use in the classroom. In this paper we highlight the colonial origins of these monolingual ideologies and discuss the detrimental effects which arise when learners’ linguistic repertoires are not welcomed within the education system. We draw attention to major themes within education across...

Globalisation is increasingly affecting universities worldwide. In African contexts, language policies exhibit an inheritance situation in which countries continue to implement policies which favour colonial languages in education. This paper investigates the Malawian higher education context and the ways in which staff engage with multilingualism. It examines the implementation of language policies by staff in their classrooms and explores the attitudes of staff members towards the current m...