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Giving Space to African Voices pp 173–195Cite as

Infusing a Rights-Based Approach in Initial Teacher Education in Postcolonial Zanzibar

Critical Insiders´ Perspectives

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Part of the book series: Comparative and International Education ((CIEDV))

Abstract

The current discussions of Second Language Teacher Education (SLTE) in most postcolonial countries (and elsewhere) have drawn attention to the need for studies that employ critical approaches to language education programs (See for example Babaci-Wilhite, 2010; Babaci-Wilhite et al., 2012). Systematic literature review in Zanzibar has clearly identified the lack of school-based applied linguistics empirical case studies in Zanzibar (Rea-Dickins, Clegg and Rubagumya, 2005).

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  1. School of Education, The State University of Zanzibar, Tanzania

    Maryam J. Ismail

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  1. Maryam J. Ismail
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Zehlia Babaci-Wilhite

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Ismail, M.J. (2014). Infusing a Rights-Based Approach in Initial Teacher Education in Postcolonial Zanzibar. In: Babaci-Wilhite, Z. (eds) Giving Space to African Voices. Comparative and International Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-734-6_11

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