Language-in-Education Policy in Low-Income, Postcolonial Contexts: Towards a Social Justice Approach

Autor/in	Tikly, Leon
Titel	Language-in-Education Policy in Low-Income, Postcolonial Contexts: Towards a Social Justice Approach
Quelle	In: Comparative Education, 52 (2016) 3, S.408-425 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2016.1185272
Schlagwörter	Social Justice; Language of Instruction; Barriers; Educational Policy; Low Income; Well Being; Civil Rights; Teaching Methods; Criticism; Educational Quality; Correlation; Second Language Learning; Linguistic Theory; Educational Environment; Family Environment; Multilingualism; Bilingualism + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Niedriglohn; Well-being; Wellness; Wohlbefinden; Bürgerrechte; Grundrechte; Zivilrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Quality of education; Bildungsqualität; Korrelation; Zweitsprachenerwerb; Linguistische Theorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Mehrsprachigkeit; Multilingualismus; Bilingualismus
Abstract	The article considers how language-in-education policy in low-income, postcolonial countries may be better understood from a social justice perspective and some of the implications for policy, practice and research that arise from this. The article starts with a critical overview of the two dominant approaches towards conceptualising language-in-education policy, namely the instrumental and rights-based approaches. The article then sets out a social justice approach that builds critically on a rights-based perspective. Key features of the approach include considering language-in-education as a capability that has the potential to contribute to human well-being and to social justice and understanding the pedagogical, institutional and wider social barriers to achieving linguistic social justice in education and means for overcoming these barriers. Based on this understanding the article then sets out a research agenda that can assist in realising linguistic social justice in education across the three inter-related domains of the school, the home/community and the education system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01