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Language-in-Education Policy in Low-Income, Postcolonial Contexts: Towards a social justice approach

Research output: Contribution to journalSpecial issue

Original languageEnglish
Pages (from-to)408-425
Number of pages18
JournalComparative Education
Volume52
Issue number3
Early online date12 Jul 2016
DOIs
DateAccepted/In press - 29 Apr 2016
DateE-pub ahead of print - 12 Jul 2016
DatePublished (current) - Sep 2016

Abstract

The article considers how language-in-education policy in low-income, postcolonial countries may be better understood from a social justice perspective and some of the implications for policy, practice and research that arise from this. The article starts with a critical overview of the two dominant approaches towards conceptualising language-in-education policy, namely the instrumental and rights based approaches. The article then sets out a social justice approach that builds critically on a rights based perspective. Key features of the approach include considering language-in-education as a capability that has the potential to contribute to human well-being and to social justice and understanding the pedagogical, institutional and wider social barriers to achieving linguistic social justice in education and means for overcoming these barriers. Based on this understanding the article then sets out a research agenda that can assist in realising linguistic social justice in education across the three inter-related domains of the school, the home/community and the education system.

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  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Taylor & Francis at http://www.tandfonline.com/doi/full/10.1080/03050068.2016.1185272. Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 724 KB, PDF document

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