The Political Economy of Language Education Research (Or the Lack Thereof): Nancy Fraser and the Case of Translanguaging

Autor/in	Block, David
Titel	The Political Economy of Language Education Research (Or the Lack Thereof): Nancy Fraser and the Case of Translanguaging
Quelle	In: Critical Inquiry in Language Studies, 15 (2018) 4, S.237-257 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2018.1466300
Schlagwörter	Politics of Education; Code Switching (Language); Bilingualism; Bilingual Students; Multilingualism; Political Issues; Equal Education; Linguistics + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Politischer Faktor; Linguistik
Abstract	This article problematizes the politics of language education research with regard to social injustice, which is not only cultural, but also material. Its starting position is that most language education research today is, following Nancy Fraser, recognition oriented, in that it takes on culture- and identity-based injustices such as racism, gender bias, religious bias, and LGBTQ-phobia. It does not, however, have much to say about more economic and class-based injustices--redistribution issues--and it does not draw on the political economy literature essential to any attempt to explore such issues. The author develops these arguments and then applies them to a specific area of language education research that has become popular in recent years, translanguaging. It concludes that while translanguaging research may deal with recognition issues, in particular ethnolinguistic racism, it is not likely to alter in any way the underlying the current capitalist order that is causing deep and profound damage to the social fabric of societies worldwide and surely is the most likely cause of the poverty in which many translanguagers live. Language education research thus needs to work at the level of recognition, as it already does, while also taking on redistribution issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01