UID:
almafu_9961373359002883
Format:
1 online resource (185 pages).
ISBN:
1-78892-696-X
,
1-78892-695-1
Series Statement:
New Perspectives on Language and Education
Content:
This book contributes new perspectives from the Global South on the ways in which linguistic and discursive boundaries shape inequalities in educational contexts, ranging from Amazonian missions to Mongolian universities. Through critical ethnographic and sociolinguistic analysis, the chapters explore how such boundaries contribute to the geopolitics of colonialism, capitalism and myriad, interwoven, forms of social life that structure both oppression and resistance. Boundaries are examined across time and space as relational constructs that mark the terms upon which admission to groups, institutions, territories, or practices are granted. The studies further present alternative educational approaches that demonstrate the potential for agency and transgression, highlighting moments of boundary crossing that disrupt existing linguistic ideologies, language policies and curriculum structures.
Note:
Frontmatter --
,
Contents --
,
Contributors --
,
Introduction: The Dynamics of Language and Inequality --
,
1. Across Linguistic Boundaries: Language as a Dimension of Power in the Colonization of the Brazilian Amazon --
,
2. Navigating Soft and Hard Boundaries: Race and Educational Inequality at the Borderlands --
,
3. Rural-Urban Divides and Digital Literacy in Mongolian Higher Education --
,
4. A Cycle of Shame: How Shaming Perpetuates Language Inequalities in Dakar, Senegal --
,
5. The Role of Shame in Drawing Social Boundaries for Empowerment: ELT in Kiribati --
,
6. Native-speakerism and Symbolic Violence in Constructions of Teacher Competence --
,
7. Knowledge Politics, Language and Inequality in Educational Publishing --
,
8. Decoloniality and Language in Education: Transgressing Language Boundaries in South Africa --
,
9. Queering Literacy in Brazil’s Higher Education: Questioning the Boundaries of the Normalized Body --
,
10. ‘Saudi Women Are Finally Allowed to Sit Behind the Wheel’: Initial Responses from TESOL Classrooms --
,
Multilingual Abstracts --
,
Index
,
Issued also in print.
,
In English.
Additional Edition:
ISBN 1-78892-694-3
Additional Edition:
ISBN 1-78892-693-5
Language:
English
DOI:
10.21832/9781788926959
