Imagining Language Policy Enactment in a Context of Secrecy: SDG4 and Ethnic Minorities in Laos

Autor/inn/en	Jeong, Daeul; Hardy, Ian
Titel	Imagining Language Policy Enactment in a Context of Secrecy: SDG4 and Ethnic Minorities in Laos
Quelle	In: Journal of Education Policy, 38 (2023) 5, S.849-869 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jeong, Daeul) ORCID (Hardy, Ian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2022.2058095
Schlagwörter	Ethnic Groups; Language Minorities; Educational Change; Language Planning; Boarding Schools; Educational Policy; Policy Formation; Foreign Countries; Sustainable Development; Objectives; Inclusion; Equal Education; Educational Quality; Social Integration; Fear; Safety; Private Financial Support; Language of Instruction; Developing Nations; Social Justice; Teacher Attitudes; Sino Tibetan Languages; International Organizations; Second Language Learning; Laos; Australia + Suchen Sie Ihr Suchwort? Ethnie; Sprachminderheit; Bildungsreform; Sprachwechsel; Boarding school; Internat; Politics of education; Bildungspolitik; Politische Betätigung; Ausland; Nachhaltige Entwicklung; Goal definition; Zielsetzung; Inklusion; Quality of education; Bildungsqualität; Soziale Integration; Furcht; Sicherheit; Private Investition; Teaching language; Unterrichtssprache; Developing country; Developing countries; Entwicklungsland; Soziale Gerechtigkeit; Lehrerverhalten; International organisation; International organisations; International organization; Internationale Organisation; Zweitsprachenerwerb; Australien
Abstract	This article explores policy enactment processes in relation to the United Nations' Sustainable Development Goal 4 (SDG4), particularly its emphasis upon ensuring inclusive and equitable quality education. Specifically, as part of SDG4 in Laos, the research reveals how medium-of-instruction policy was enacted in relation to ethnic minorities, focusing upon three groups of policy actors in the Lao context -- policymakers involved in developing education language policy; donor agencies that provided funds to support education reform in Laos, and; school teachers in an ethnic minority boarding school who were charged with enacting the policy. The findings, informed by relevant theorising about imagined communities and secrecy, including in the Lao context, revealed the central role of secrecy in this enactment process. The findings showed three types of secrecy at play which influenced policy actors' imaginations and enactments of ethnic minority education in response to SDG4 in Laos: secrecy to create the image of national unity; secrecy arising from fear of reprisal, and; secrecy to safely resist dominant policy discourses. The research has implications for how global policy reforms, such as SDG4, are actually made sense of in low-income country contexts where such reforms are enacted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01