Language, Minority Education, and Gender: Linking Social Justice and PowerTaken-for-granted language policies and practices in education often oppress those of little power. In reviewing the international literature on this vital subject, this book examines three groups who seem most affected by unfair language practices in education: women and girls; minority cultural groups; and minority social groups. The author confirms that reforms are urgently needed in the approaches that schools and school systems everywhere adopt when treating matters of language use. Chapters 1 and 2 deal with the interplay between language and power in education, and between language policy and social justice. Chapters 3 to 6 range across classrooms, schools, and school systems, exploring questions of gender and language injustice, standard and non-standard language, bilingual and second language education, and minority culture values and discourse norms. These chapters overlap their treatment wherever similar justice issues affect more than one group. For example, when the members of a minority group are girls, language injustices tend to multiply. Chapter 7 presents recommendations for school action, addressing the interests of non-dominant groups in general. Its major sections cover social justice through communicative action in schools, school language policies, and critical language awareness. |
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action activities adult African American approach areas argues Athabaskan backgrounds behaviour bilingual education Bourdieu Cazden Chapter classroom Clevedon context conventional Corson create critical language awareness cultural capital cultural interests cultural values culturally different Cummins curriculum discourse ethic discourse norms discourse practices discussion dominant group English evidence example exist expressions formal forms gender girls and boys Habermas Hispanic human ideal speech situation ideology individual institutions interac interaction Jim Cummins kohanga reo Koori language policy learning linguistic linguistic capital literacy majority Maori meaning minority children minority cultures minority groups minority language minority social groups narrative non-standard varieties offer parents participants patterns pedagogy problems programmes pupils questions reform reinforce relations Richmond Road role second language seems setting social justice societies sociolinguistic speakers staff standard variety status stereotypes structures studies styles suggests teachers teaching tion wider women Zealand