The idea for this special issue was conceived at the Comparative and International Education Society conference (CIES) in Toronto, Canada, USA in 2014. At that time, I was planning a course/seminar at the Imo State University, Nigeria in “Education and Development in Comparative and International Education” with a focus on the use of local languages and local curriculum working with teachers in Nigerian languages (Igbo in Imo State) and English as well as Science subjects. The idea came to mind with Professor Tatyana Tsyrlina-Spady to share the workshop outcome in this special issue with contributions from other African voices and scholars interested in language, science, literacy and human rights in education.

This article will address how to incorporate mother tongue education through a science literacy model adapted to the African context. Further, it will argue that this sustenance of learning in mother tongue education based in local knowledge ought to be defined as a human right in education. I draw on my own research on teaching science subjects in Africa as well as on a review of research on problems connected with studying science due to decontextualized teaching and learning. The article will give attention to the conjunction of several aspects to improve the quality of learning science literacy in mother tongue education and local curriculum. The introduction of the Seeds of Science/Roots of Reading (Seeds/Roots) approach will form a new platform for innovation based on a unique mix of local and global knowledge.