Literaturnachweis - Detailanzeige
Autor/in | Heidemann, Kai A. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |