Language and Power in Post-Colonial Schooling: Ideologies in Practice

Description

Critiquing the positioning of children from non-dominant groups as linguistically deficient, this book aims to bridge the gap between theorizing of language in critical sociolinguistics and approaches to language in education. Carolyn McKinney uses the lens of linguistic ideologies--teachers' and students' beliefs about language--to shed light on the continuing problem of reproduction of linguistic inequality. Framed within global debates in sociolinguistics and applied linguistics, she examines the case of historically white schools in South Africa, a post-colonial context where political power has shifted but where the power of whiteness continues, to provide new insights into the complex relationships between language and power, and language and subjectivity. Implications for language curricula and policy in contexts of linguistic diversity are foregrounded. Providing an accessible overview of the scholarly literature on language ideologies and language as social practice and resource in multilingual contexts, Language and Power in Post-Colonial Schooling uses the conceptual tools it presents to analyze classroom interaction and ethnographic observations from the day-to-day life in case study schools and explores implications of both the research literature and the analyses of students' and teachers' discourses and practices for language in education policy and curriculum. Cover Half Title Title Page Copyright Page Dedication Page Contents Foreword Preface Acknowledgements Introduction Achieving Social Justice Through Language Education? Language and Power What Can We Learn from Language Dynamics in South African Schools? Chapter Overview Conclusion Notes References Chapter 1: What Counts as [a] Language? Language Ideologies Heteroglossia and Linguistic Repertoires Constructing Language Boundaries and What it Means to Know a Language: Two Examples Conclusion Questions for Discussion and Further Thinking Notes Further Reading References Chapter 2: What Counts as Language in Education Policy and Curricula? Post-Apartheid Language in Education Policy Beyond Current Policy: The South African Case in Historical Context Consequences of Mongolot Ideologies in Policy and Curricula Conclusion Questions for Discussion and Further Thinking Notes Further Reading References Chapter 3: Whose Language Resources Count in Schooling? The Case of Black English/African American Language Language Ideologies in South African Education Evaluation “Better Knowledge” About Language Conclusion Questions for Discussion and Further Thinking Notes Further Reading References Chapter 4: Anglonormativity: Language Ideologies and the Reproduction of Race Deconstructing “Race” and Language Race and the Historical Classification of English in South Africa Students’ Language Ideologies Teachers’ Language Ideologies Conclusion Questions for Discussion and Further Thinking Notes Further Reading References Chapter 5: Positioning Students in an Anglonormative English Class: Asymmetrical Relations of Knowing Race and Relations of Knowing in Schooling: Culture, Identity and Pedagogy Creating a CV: Who’s the Ideal Candidate for the Job? Contesting Whose Knowledge Counts Conclusion Questions for Discussion and Further Thinking Notes Further Reading References Chapter 6: Hope I: Students’ Agency in Interrupting Anglonormativity Heteroglossic Language Practices as Disruption of Anglonormativity Heteroglossic Discourses about Language Coconut Labelling and Resistance Conclusion Questions for Discussion and Further Thinking Notes Further Reading References Chapter 7: Hope II: Interrupting Anglonormativity Through Transformative Pedagogies Case 1: Teaching Critical Language Awareness of English in a San Francisco Bay Area High School, California, USA Case 2: Teaching Poetry in a Soweto High School, Johannesburg, South Africa Case 3: Developing Biliteracy Among 10–12 Year Olds in Rural Eastern Cape, South Africa Creating “Third Spaces” for English/Spanish Biliteracy Development and Translanguaging in the USA Conclusion Questions for Discussion and Further Thinking Notes Further Reading References Chapter 8: Conclusion: Changing What Counts as Legitimate Language Use in School A Cautionary Note Implications for Education Policy and Curricula Parents’ Resistance to Dynamic Bilingual Education? Conclusion Notes References Index