Lamb, Terry and Hatoss, Aniko and O'Neill, Shirley
(2020)
Challenging social injustice in superdiverse contexts through activist languages education.
In:
Handbook on Promoting Social Justice in Education.
Springer Nature, Cham, Switzerland, pp. 33-69.
ISBN 978-3-030-14624-5
Abstract
In a current world of rapid change and immense global mobility, communities are experiencing unprecedented increases in population diversity that have dramatically heightened the challenge of ensuring social justice for linguistic minorities, including migrants, refugees, and people on the move, with implications for society as a whole. This chapter explores the rhetoric of related policies and practices and the ways in which they respond to the needs of superdiverse communities. The cases of the UK, Europe, and Australia, which all claim their multicultural status and multiculturalism as an important community resource, are discussed. Through an exploration of current research, the effectiveness of languages education policy and planning (LPP) is critiqued to provide a new paradigm that has the capacity to bring attention to and eliminate social injustice in linguistically diverse communities. The chapter argues for the nurturing of new spaces of language use that challenge the monolingual habitus and which can engage the collective autonomy of communities themselves. It conceptualizes how activist languages education can build community capacity and achieve socially just outcomes, thus simultaneously providing a better space for multilingualism and a foundation for peace.
| Item Type: |
Book Chapter (Commonwealth Reporting Category B)
|
| Refereed: |
Yes |
| Item Status: |
Live Archive |
| Additional Information: |
Permanent restricted access to Published version _ Front Matter. |
| Faculty/School / Institute/Centre: |
Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -) |
| Faculty/School / Institute/Centre: |
Current - College for Indigenous Studies, Education and Research (1 Nov 2014 -) |
| Date Deposited: |
06 Dec 2021 06:58 |
| Last Modified: |
07 Dec 2021 04:02 |
| Uncontrolled Keywords: |
activist languages education, languages education policy and planning, multiculturalism, social justice, superdiversity |
| Fields of Research (2008): |
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
20 Language, Communication and Culture > 2099 Other Language, Communication and Culture > 209999 Language, Communication and Culture not elsewhere classified |
| Fields of Research (2020): |
39 EDUCATION > 3902 Education policy, sociology and philosophy > 390201 Education policy
47 LANGUAGE, COMMUNICATION AND CULTURE > 4799 Other language, communication and culture > 479999 Other language, communication and culture not elsewhere classified
39 EDUCATION > 3901 Curriculum and pedagogy > 390108 LOTE, ESL and TESOL curriculum and pedagogy |
| Socio-Economic Objectives (2008): |
C Society > 95 Cultural Understanding > 9502 Communication > 950201 Communication Across Languages and Culture
E Expanding Knowledge > 97 Expanding Knowledge > 970120 Expanding Knowledge in Language, Communication and Culture
E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy |
| Socio-Economic Objectives (2020): |
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education
13 CULTURE AND SOCIETY > 1302 Communication > 130201 Communication across languages and culture
28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280116 Expanding knowledge in language, communication and culture
16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy |
| Identification Number or DOI: |
https://doi.org/10.1007/978-3-030-14625-2 |
| URI: |
http://eprints.usq.edu.au/id/eprint/45464 |
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