Subverting the Erasure: Decolonial Efforts, Indigenous Language Education and Language Policy in Nepal

Autor/in	Phyak, Prem
Titel	Subverting the Erasure: Decolonial Efforts, Indigenous Language Education and Language Policy in Nepal
Quelle	In: Journal of Language, Identity, and Education, 20 (2021) 5, S.325-339 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Phyak, Prem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2021.1957682
Schlagwörter	Indigenous Populations; Ethnography; Teaching Methods; Educational Policy; Language of Instruction; Civil Rights; Neoliberalism; Language Attitudes; Native Language; Second Language Learning; Language Planning; Activism; Foreign Countries; English (Second Language); Place Based Education; Sino Tibetan Languages; Language Maintenance; Cultural Maintenance; Native Language Instruction; Indo European Languages; Nepal + Suchen Sie Ihr Suchwort? Sinti und Roma; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Bürgerrechte; Grundrechte; Zivilrecht; Neo-liberalism; Neoliberalismus; Sprachverhalten; Zweitsprachenerwerb; Sprachwechsel; Aktivismus; Politischer Protest; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachpflege; Native language education; Muttersprachlicher Unterricht; Indoeuropäisch
Abstract	This paper analyzes Nepal's language education policy from a decolonial perspective, examining how rights-based (neo)liberal ideologies and policies do not necessarily contribute to creating space, either ideological or implementational (Hornberger, 2005), for Indigenous languages in education. Drawing on the theory of "decoloniality" (Quijano, 2007), I have argued that the efforts to create equitable Indigenous language education should go beyond a language-centric perspective and pay attention to recognizing and reinforcing critical historical consciousness of Indigenous communities. The data for this paper are drawn from a larger ethnographic study of multilingualism and language policy in Nepal. The analysis of ethnographically grounded dialogues with teachers and community members and the close observations of community activism and pedagogical practices shows that Indigenous communities transform discriminatory language ideologies, policies, and practices by embracing the centrality of their history, culture, and place as the fundamental aspects of Indigenous language education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01