Literaturnachweis - Detailanzeige
Autor/in | Phyak, Prem |
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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 |
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 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 |