Synopses & Reviews
This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education.
This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language, and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. It invites us to link questions about minority language maintenance, individual multilingualism, immigrant language education, and the use of former colonial languages in post-colonial settings to the politics and economics of our globalizing age, and to look locally for the spaces for change and action that always present themselves.
Review
In this exciting new book, the editors have collected a number of essays by linguistics and education specialists, dealing with the question of whose language is to be spoken and heard in the public and private life spheres. The focus is on educational settings in Western and worldwide contexts, as it is in the schools that the decisive battles are fought for the continuation and revitalization of the culture and language, and for the identity and equality of their participants.Jacob Mey Professor, Institute of Language and Communication University of Southern Denmark, Odense
Review
A very welcome contribution to the debate on education and linguistic diversity. This book addresses head-on issues of fundamental importance for policy makers, teachers, parents, and children in multilingual settings across the world. Impressive in its scope and vision, I strongly recommend this book to anyone concerned with the questions which consistently surface in public debate about multilingualism.Viv Edwards Professor, Reading and Language Information Center University of Reading, England
Review
"In this exciting new book, the editors have collected a number of essays by linguistics and education specialists, dealing with the question of whose language is to be spoken and heard in the public and private life spheres. The focus is on educational settings in Western and worldwide contexts, as it is in the schools that the decisive battles are fought for the continuation and revitalization of the culture and language, and for the identity and equality of their participants." - Jacob Mey Professor, Institute of Language and Communication University of Southern Denmark, Odense
Review
In Voices of Authority [the editors] bring together a sophisticated set of studies combining sociolinguistc analysis with trenchant post-colonial social theory to gain new insights into much discussed issues of domination and resistance. The book takes an important new look at language diversity and education within a global perspective. I recommend this book as essential reading in Graduate Schools of Education. It is of particular interest to students of sociolinguistics, bilingualism, and social and language diversity, but it should be read even more widely.Jenny Cook-Gumperz Professor of Education University of California, Santa Barbara
Review
[t]his volume is a laudable contribution to educational and sociopolitical linguistics.Welsh Journal of Education
Synopsis
A sociolinguistic account of how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts.
Synopsis
This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language, and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. It invites us to link questions about minority language maintenance, individual multilingualism, immigrant language education, and the use of former colonial languages in post-colonial settings to the politics and economics of our globalizing age, and to look locally for the spaces for change and action that always present themselves.
Synopsis
A sociolinguistic account of how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts.
Table of Contents
Preface
Introduction
Symbolic Domination, Education and Linguistic Difference by Monica Heller and Marilyn Martin-Jones
Constructing Legitimate