In the Name of Language: School-Based Language Revitalization, Strategic Solidarities, and State Power in the French Basque Country

Autor/in	Heidemann, Kai A.
Titel	In the Name of Language: School-Based Language Revitalization, Strategic Solidarities, and State Power in the French Basque Country
Quelle	In: Journal of Language, Identity, and Education, 13 (2014) 1, S.53-69 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2014.864213
Schlagwörter	Foreign Countries; Language Minorities; Language Maintenance; Second Languages; Social Theories; Activism; Political Attitudes; Language Attitudes; Social Action; Power Structure; Native Language Instruction; Language Planning; Bilingualism; Language of Instruction; Second Language Learning; Geographic Regions; Educational Policy; Qualitative Research; Semi Structured Interviews; France + Suchen Sie Ihr Suchwort? Ausland; Sprachminderheit; Sprachpflege; Second language; Zweitsprache; Gesellschaftstheorie; Aktivismus; Politischer Protest; Political attitude; Politische Einstellung; Sprachverhalten; Soziales Handeln; Native language education; Muttersprachlicher Unterricht; Sprachwechsel; Bilingualismus; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Qualitative Forschung; Frankreich
Abstract	This article explores the mobilization dynamics of a school-based minority language revitalization initiative in the French Basque Country, known as the Ikastola Movement. Bringing the study of language revitalization into dialogue with social movement theory, I discuss how the solidarity of Basque language activists was influenced by state-level structures of power. Focusing on an early phase of mobilization from 1975 to 1981, I consider how political opposition to the Ikastola Movement created a series of ideological and institutional struggles for activists. I then examine how these experiences of struggle strengthened the solidarity of activists in the long run. Ultimately, I argue that the discursive and organizational solidarities mobilized by activists were crucial in allowing them to realize important political gains during the 1980s to 1990s. By way of conclusion I suggest avenues for future research on school-based revitalization movements that draw attention to the horizontal and vertical dynamics of collective action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10