Includes bibliographical references and index.

Preliminary Material / Zehlia Babaci-Wilhite -- The Use of Local Languages for Effective Science Literacy as a Human Right / Zehlia Babaci-Wilhite -- Reading to Learn Science / P. David Pearson and Alison K. Billman -- Designing Standards-Driven Curriculum to Support / Megan M. Goss , Helen Min and Carrie Strohl -- Engineering Equity / Jabari Mahiri and Jeremiah Sims -- Curriculum and Social Change in Education for a Sustainable Future? / Inga Bostad and Aled Dilwyn Fisher -- Localizing Human Rights Education through Technology / Lanette Jimerson and Page Hersey -- English as the Language of Science and Technology / Birgit Brock-Utne -- Language, Scientific Knowledge, and the “Context of Learning” in African Education / Sam Mchombo -- Global Intersections of English Language Hegemony and Technological Innovation in the Republic of the Philippines / Brad D. Washington -- The Importance of Local Language to the Development of Technology / Basil A. Okonkwo -- The Issue of English as a Medium of Instruction in Primary Schools in Pakistan / Abbas Rashid , Irfan Muzaffar , Fatima Dar and Salaeya Butt -- Change in Space, Urban Culture and Ethnomathematics / Ubiratan D’Ambrosio -- Challenges of Mathematics Education in a Multilingual Post-Colonial Context / Emmanuelle Le Pichon and Ellen-Rose Kambel -- Why Do Inconsistencies Persist in Children’s Rights to “Good” Education, Heritage Education and STEM Education? / Ladislaus M. Semali -- Human Rights in Development Aid for STEM Education in Nigerian Languages / Zehlia Babaci-Wilhite , Macleans A. Geo-JaJa and Steve Azaiki -- Ethnomathematics and the Geometry of Art / Gregory Johnson -- About the Authors / Zehlia Babaci-Wilhite.

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This volume explores the challenges of teaching and learning Science, Technology, Engineering and Mathematics (STEM) subjects in local languages and local contexts in a range of countries around the world. Many countries around the world, including African countries, have been largely excluded from the transformation that is going on in STEM pedagogy in the USA, where the emphasis is on the importance of language choice and the development of English Language Learner (ELL). STEM subjects in many parts of the world have been taught in a global language, mainly English, rather than using a local language and local curriculum. This creates pedagogical challenges to the teaching of STEM. The contributions to this book review evidence and arguments for the teaching of STEM subjects in local languages and several chapters make this case that this should be considered a human right, both in national educational programs and in development aid.