Advertisement

Linguistic Dominance and the Challenges Worldwide for Minority Languages and Voices

  • Renée Depalma
  • Diane Brook Napier
  • Willibroad Dze-Ngwa
Chapter
  • 385 Downloads
Part of the The World Council of Comparative Education Societies book series (WCCE)

Abstract

The chapters collected in this book were developed from papers presented at the XV World Congress of Comparative Education Societies held in Buenos Aires, Argentina in June of 2013. The overall theme of this conference, New Times, New Voices, calls for a forward-thinking, change-oriented perspective on comparative and international education and, in our interpretation, also an inclusive one.

Keywords

Language Policy Mother Tongue Minority Language Universal Declaration Bilingual Education 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Allford, D., Broady, E., & Pachler, N. (2009). Editorial. The Language Learning Journal, 37(3), 277-279. http://doi.org/10.1080/09571730903208355
  2. Anderson-Levitt, K. M. (Ed.). (2003). Local meanings, Global schooling: Anthropology and world culture theory. New York: Palgrave Macmillan.Google Scholar
  3. Arnove, R. F. (2013). Introduction: Reframing comparative education: The dialectic of the global and the local. In R. F. Arnove, C. A. Torres, & S. Franz (Eds.), Comparative education: The dialectic of the global and the local (4th ed.). Lanham: Rowman & Littlefield.Google Scholar
  4. Ashcroft, B., Griffiths, G., & Tiffin, H. (Eds.). (2006). The post-colonial studies reader (2nd ed.). London: Routledge/Taylor & Francis.Google Scholar
  5. Babaci-Wilhite, Z. (2015). Language, development aid and human rights in education. London: Palgrave Macmillan.CrossRefGoogle Scholar
  6. Baker, D. P., & Wiseman, A. (Eds.). (2005). Global trends in educational policy. Series International Perspectives on Education and Society, Vol. 6. Amsterdam: Elsevier Science Ltd.Google Scholar
  7. Bastardas-Boada, A. (2014). Linguistic sustainability for a multilingual humanity. Sustainable Multilingualism, 5, 134-163.CrossRefGoogle Scholar
  8. Beckett, G. H., & Postiglione, G. A. (2011). China’s assimilationist language policy. London: Routledge. Retrieved from http://www.biblio.com/book/chinas-assimilationist-language-policybeckett-gulbahar/d/643242251Google Scholar
  9. Bourdieu, P., & Thompson, J. B. (1991). Language and symbolic power. Harvard University Press.Google Scholar
  10. Brook Napier, D. (2011). Critical issues in language and education planning in the twenty first century in South Africa. US-China Education Review, B-1, 58-76.Google Scholar
  11. Brutt-Griffler, J. (2002). World English: A study of its development. Multilingual Matters.Google Scholar
  12. DePalma, R. (2010). Talking each other into Spanish: Lessons from a bilingual kindergarten classroom. Clevedon: Multilingual Matters.Google Scholar
  13. DePalma, R., & Teasley, C. (2013). Constructing Spanish. In D. B. Napier & S. Majhanovich (Eds.), Education, dominance and identity (pp. 101-118). Dordrecht: Sense Publishers. Retrieved from http://link.springer.com/chapter/10.1007/978-94-6209-125-2_7CrossRefGoogle Scholar
  14. Duchêne, A., Moyer, M., & Roberts, C. (2013). Language, migration and social inequalities: A critical sociolinguistic perspective on institutions and work. Bristol: Multilingual Matters.Google Scholar
  15. European Charter for Minority and Regional Languages, Strasbourg (05 November, 1992). Available from http://conventions.coe.int/treaty/en/Treaties/Html/148.htm
  16. Geo-JaJa, M., & Majhanovich, S. (2010). Education, language, and economics: Growing national and global dilemmas. Rotterdam: Sense Publishers.Google Scholar
  17. Global Education First Initiative (GEFI). (2012). Global Education First Initiative: The UN Secretary-General’s global initiative on education. UNESCO, http://www.unesco.org/new/en/education/global-education-first-initiative-gefi/, accessed January 30, 2014.
  18. Hadi-Tabassum, S. (2006). Language, space and power : A critical look at bilingual education. Clevedon ; Buffalo: Multilingual Matters Ltd. Retrieved from http://www.loc.gov/catdir/toc/ecip0519/2005027484.html
  19. Lee, W. O., Napier, D. B., & Manzon, M. (2014). Does context still matter? The dialectics of comparative education. Asia Pacific Journal of Education, 34(2), 139-152.CrossRefGoogle Scholar
  20. Mahanovich, S. (2014). Neoliberalism, globalization, language policy and practice issues in the Asia Pacific region. In W. O. Lee, D. B. Napier, & M. Manzon (Eds.), Special issue: Dialectics of comparative education: Issues in the Asia Pacific. Asia Pacific Journal of Education, 34(2), 168-183.Google Scholar
  21. May, S. (2014a). Justifying educational language rights. Review of Research in Education, 38(1), 215-241. http://doi.org/10.3102/0091732X13506694
  22. May, S. (2014b). Overcoming disciplinary boundaries: Connecting language, education and (anti)racism. In R. Race & V. Lander, Advancing Race and Ethnicity in Education (pp. 128-144). London: Palgrave Macmillan. Retrieved from http://www.palgrave.com%2Fpage%2Fdetail%2Fadvancing-race-and-ethnicity-in-education-richard-race%2F%3FK%3D9781137274755Google Scholar
  23. McAndrew, M. (2012). Fragile majorities and education: Belgium, Catalonia, Northern Ireland, and Quebec. McGill-Queen’s Press (MQUP).Google Scholar
  24. Moseley, C. (Ed.). (2010). Atlas of the world’s languages in danger (3rd ed.). Paris: UNESCO Publishing.Google Scholar
  25. Napier, D. B., & Majhanovich, S. (Eds.). (2013). Education, dominance and identity. Post-WCEES Istanbul World Congress Series, Vol. 1. Rotterdam: Sense Publishers.Google Scholar
  26. Olthuis, M.-L., Kivelä, S., & Skutnabb-Kangas, T. (2013). Revitalising indigenous languages. How to recreate a lost generation. Multilingual Matters.Google Scholar
  27. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  28. Rong, M. (2009). The development of minority education and the practice of bilingual education in Xinjiang Uyghur Autonomous Region. Frontiers of Education in China, 4(2), 188-251. http://doi.org/10.1007/s11516-009-0012-3
  29. Schutter, Olivier De (2010). International human rights law. New York: Cambridge University Press.CrossRefGoogle Scholar
  30. Skutnab Kangas, T. (2000). Linguistic genocide in education or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  31. Skutnabb-Kangas, T., & Phillipson, R. (Eds.). (1995). Linguistic human rights: Overcoming linguistic discrimination. Berlin: Mouton de Gruyter.Google Scholar
  32. Smith, Rhona K. M. (2010). Texts and materials on international human rights (2nd ed.). New York: Routledge Taylor & Francis Group.Google Scholar
  33. Tusón Valls, J. (1997). Los prejuicios lingüísticos (Edición: 1). Barcelona: Editorial Octaedro, S.L.Google Scholar
  34. UNESCO. (1996). Universal Declaration on Linguistic Rights. Paris: Culture of Peace Programme.Google Scholar
  35. United Nations, Declaration on the Rights of Persons Belonging to National or Ethnic or Religious Minorities, General Assembly Resolution 47/135 (18 December 1992). Available from http://www.unesco.org/most/lnlaw7.htmGoogle Scholar
  36. United Nations Department of Public Information. (2008). The United Nations today. New York: United Nations Publication.Google Scholar
  37. United Nations. (2007a). EFA Global Monitoring Report – Education for All by 2015 – Will we make it? UNESCO: Oxford University Press.Google Scholar
  38. United Nations. (2007b). The Least Developed Countries Report 2007: Knowledge, technological learning and innovation for development. New York: United Nations.Google Scholar
  39. United Nations. (2007c). United Nations Declaration on the Rights of Indigenous Peoples, adopted by the United Nations General Assembly, 61st Session of the UN General Assembly, 13 September 2007.Google Scholar
  40. United Nations. (2014). The Millennium Development Goals Report. New York: United Nations.Google Scholar
  41. Wiseman, A. W., & Baker, D. P. (2005). The worldwide explosion of internationalized education policy. In D. P. Baker & A. W. Wiseman (Eds.), Global trends in educational policy (Chapter 1, pp. 1-22). International Perspectives on Education and Society, Vol. 6. Amsterdam: Elsevier Science.Google Scholar
  42. Zajda, J., Daun, H., & Saha, L. (Eds.). (2009). Nation building, identity, and citizenship education: Cross cultural perspectives. Dordrecht: Springer.Google Scholar
  43. Tollefson, J. W. (2013). Language policies in education: Critical issues (2nd ed.). London: Routledge.Google Scholar
  44. Zajda, J., & Freeman, K. (Eds.). (2009). Race, ethnicity and gender in education: Cross-cultural understandings. Globalization, Comparative Education and Policy Research, Vol. 6, Heidelberg: Springer.Google Scholar

Copyright information

© Sense Publishers 2015

Authors and Affiliations

  • Renée Depalma
    • 1
  • Diane Brook Napier
    • 2
  • Willibroad Dze-Ngwa
    • 3
  1. 1.University of A CoruñaA CoruñaSpain
  2. 2.University of GeorgiaAthensUSA
  3. 3.University of Yaoundé IYaoundCameroon

Personalised recommendations