Cultural Heritage and Displacement: Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad

Eunice Kua

Jump to Content

Chapter 7 Cultural Heritage and Displacement

Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad

于Language Issues in Comparative Education II

著者：

Eunice Kua

Eunice Kua
Search for other papers by Eunice Kua in
Current site
Google Scholar
PubMed

类型:: 章节

Page Range:: 163–188

DOI:: https://doi.org/10.1163/9789004449671_008

Purchase instant access (PDF download and unlimited online access):

€42.00€35.00 excl. VAT

Add to Cart

找回访问令牌

Abstract

Kanaa gûreya kaa nûre ila dummo na mbo tucin oŋon̰e, awuratin̰ du kanaa îniŋawo dîriye înu tindirin oŋon̰e. Awuratin̰ i du aditta îniŋa mbo katab geya îniŋa fandaŋta mbo ujim wanaŋto innde. Kanaa îniŋa mbo aditta îniŋa mbo iyanto îya ru, ili ta jam kitabta ndîŋar kobolokta lûtturaŋ, kitabta îniŋawo gâr ige, kaa kanaa îniŋa mbo dar mo nâyirinda ila, i indam nîyembo ndaŋ-ndaŋ te. Awuratin̰ Darfur mana Cad mo ninda ila kâddur wî Furta mbo Zogokor mbo Masaraa mbo ye. Mi kanaa masaraka kobolok 4 mbo 5 mbo îndiyen̰ asas mo dûkumta mbara na Cad mo saba na wîm nday, hâbutoo kâddur mosiŋa, in ken nen̰eŋesira kitab gi ta gi, kaa gâr nige wîwo kanaa nda tândakacire. Dora barnamic ta nî gu tûre, hâgudu gâsikandi nosinja nî gu ambenjere, hâgudu kobolokta kaa kâddunjar nîŋa mbo kimin̰ sibinaa îndiyen̰ mo gâr nige wî mbo, ŋgo ken ciciri barnamicta ûjim înigegiyoŋ tândari. Ama kaa kanaa nîŋ nenee mbo barnamic igu ûjim naŋ-kodo sîkal andadala. Ŋgo ken barnamic igu awuratin̰ dûkumta nîŋa i inda gi mbo nandakaciru rekelen̰o njiciro mena gu anjere. (Abstract in Massalit [mls], a language of Chad and Sudan, translated by Angela Prinz, Juma Ibrahim Harun, and Abdelmajid Abdalla Sileman.)

Language can be a precious connection to the past and a potent symbol of identity for displaced peoples. Refugees’ felt needs to maintain their culture and heritage through written language can be a powerful motivator for literacy and education, particularly among those from ethnolinguistic minority groups. Darfur refugees in Chad are mainly from the Fur, Zaghawa, and Massalit ethnic groups. This chapter discusses lessons learned from implementing home language (L1) literacy as a supplementary subject for grade 4 and 5 Massalit children in primary schools in two refugee camps in eastern Chad. It evaluates the unusual program design, grapples with the constraints of the learning environment, and describes the potential for cross-fertilization between a community-based literacy program for adults and youth and a school-based children’s program. This is a practitioner view that demonstrates both the benefits and challenges of adaptive program implementation in the refugee camp environment.

引用信息

Save
Cite
Email this content

Share Link

Copy this link, or click below to email it to a friend
Email this content
or copy the link directly:

https://brill.edhh.ma/abstract/book/edcoll/9789004449671/BP000021.xml
The link was not copied. Your current browser may not support copying via this button.

Link copied successfully

折叠
展开
回到页面顶端

Language Issues in Comparative Education II

Policy and Practice in Multilingual Education Based on Non-Dominant Languages

丛编： Comparative and International Education: Diversity of Voices, 卷： 52

Cover Language Issues in Comparative Education II

ISBN:: 9789004449671

出版社:: Brill

印刷出版日期:: 19 Jan 2021

Subjects
- Education

Front Matter

Advance Praise for Language Issues in Comparative Education II

Foreword

Acknowledgements

List of Figures and Tables

Notes on Contributors

Introduction The State of Research on Multilingual Education in the Context of Educational Development

Part 1 Language-in-Education Policy Change from Above, from Below, and from the Side

Chapter 1 Bringing Non-Dominant Languages into Education Systems

Chapter 2 MLE Implementation in Ethiopia and Mozambique

Chapter 3 Jumping, Sliding, and Creating Shared Spaces “from the Side”

Chapter 4 Language-in-Education Policy Reform in the Philippines

Part 2 Non-Dominant Languages in Implementational Spaces

Chapter 5 Implementing Kenya’s Language of Instruction Policy among Maa-Speaking Communities of Laikipia North

Chapter 6 Stakeholder Perspectives on Medium of Instruction Policy in Ethiopia

Chapter 7 Cultural Heritage and Displacement

Chapter 8 Contextualizing Pre-Service Teacher Education Materials and Instruction in Multilingual Ethiopia

Chapter 9 Refugee Education and Medium of Instruction

Chapter 10 Trilingual Rajbanshi-Nepali-English Education in Southeastern Nepal

Part 3 Supporting Education in Non-Dominant Languages

Chapter 11 Getting the Right Language Information for Education

Chapter 12 Language-in-Education Policies

Chapter 13 Policy, Advocacy and Programs for Multilingual Education

Back Matter

Index

统计数据

	全部期间	过去一年	过去30天
摘要浏览次数	559	137	35
全文浏览次数	16	2	0
PDF下载次数	22	0	0

African Studies	Education	Media Studies
American Studies	History	Middle East and Islamic Studies
Ancient Near East and Egypt	Human Rights and Humanitarian Law	Musicology
Art History	International Law	Philosophy
Asian Studies	International Relations	Religious Studies
Biblical Studies	Jewish Studies	Slavic and Eurasian Studies
Biology	Languages and Linguistics	Social Sciences
Book History and Cartography	Life Sciences	Theology and World Christianity
Classical Studies	Literature and Cultural Studies

Subjects

AppBar-Authors 2025

AppBar-Open Access 2025

AppBar-Product Information 2025

AppBar-Company 2025

AppBar-Contact 2025

Chapter 7 Cultural Heritage and Displacement

Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad

Abstract

引用信息

Share Link

Language Issues in Comparative Education II

Policy and Practice in Multilingual Education Based on Non-Dominant Languages

目录

统计数据

统计数据