Choice, equity and diversity -- School choice as policy regime and cultural ideal -- Socially restricted choice in multicultural neighborhoods -- Socially exposed schooling: the majority experience -- The meaning of choice for schools: curriculum and market hierarchies -- The many lives of school choice: common sense, coercion and control -- Towards democratic schooling
In: Windle , J & Batista , S 2019 , ' A circulação global de políticas de alfabetização : o método fônico, desigualdade e movimentos políticos neoconservadores ' , Revista Brasileira de Linguistica Aplicada , vol. 19 , no. 2 , pp. 385-406 . https://doi.org/10.1590/1984-6398201915478
This paper examines how reforming literacy education has become a key policy priority for contemporary conservative political movements. In Brazil, a right-wing populist Federal Government has prioritized a shift to "phonics", while in the US and Australia conservative advocacy of phonics has resulted in policy changes over the past three decades. Phonics policy advocacy (PPA) is examined as part of a shift in the terrain of political debate towards control of cultural and educational institutions, championed by new types of policy coalition. Further, phonics policy advocacy (PPA) gains space as a result of transnational sharing of personnel, discourses and political strategy amongst conservative groups. The analysis points to connections between religious, traditionalist and neoliberal components of contemporary conservative policy advocacy. The discussion is based on examination of media reporting and policy statements, focusing on the Brazilian case, suggesting that commercial and ideological interests are particularly close in this setting, relative to other contexts that have been studied previously.
ABSTRACT Although plurilingualism is a well-established topic in the international literature, especially in situations of transnational mobility, we still know little about the learning and appropriation of non-standard forms of English by young Brazilians online. Unlike the instrumental uses that predominate in formal English language teaching, digital literacy practices often focus on identity construction and expression, posing questions of race, gender, sexuality, and social status. Based on a digital ethnography of a Facebook page focused on American black popular culture, we analyze the linguistic resources and cultural references drawn upon by participants. The research seeks to understand the perspectives and online practices of young Brazilians, mobilizing theoretical resources from New Literacy Studies to understand the processes of discursive construction and resignification. The results show the importance of virtual spaces for the affirmation of subaltern identities, and at the same time the spatial restriction of some discursive expressions of identity, isolated from other educational and social environments in which the participants circulate. The article concludes by considering the implications for the democratization of foreign language learning in Brazil.
This open access edited book attempts to break new ground in investigating multiple facets of Vietnamese language, education and change in global contexts, engaging with global Vietnam through complex lenses of language and education. Issues of language, globalization, and global identities have often been framed through the lens of hierarchical/binary power relations, and/or through a dichotomy between hyper-central languages, such as English, and revisualized or marginalized local language and cultures. In this book, this dichotomy is turned on its head by considering how Vietnam and Vietnamese are constructed in and outside Vietnam and enacted in global spaces of classrooms, textbooks, student mobility, community engagement, curriculum, and intercultural contacts. Vietnamese is among the world's most spoken languages and is ranked in the top 20th in terms the number of speakers. Yet, at the same time, as a 'peripheral' or 'southern' global language as often seen in the Global North-Global South spectrum, the dynamics of multilingual and multicultural encounters involving Vietnamese generate distinctive dilemmas and tensions, as well as pointing to alternative ways of thinking about global phenomena from a fresh angle. Rather than being outside of the global, Vietnamese - like many other 'non-central' global languages - is present in diasporas, commercial, and transnational structures of higher education, schooling, and in the more conventional settings of primary and secondary school, in which visions of culture and language also evoke notions of heritage and tradition as well as bring to the fore deep seated ideological conflicts across time, space, communities, and generations. Relevant to students and scholars researching language, education, identity, multiculturalism, and their intersections, particularly related to Vietnam, but also in Southeast Asia and beyond, this volume is a pioneering investigation into overlooked contexts and languages from a global, southern-oriented perspective. "This book presents an eclectic collection of 15 chapters unified by an interest in developing and teaching the Vietnamese language. To my knowledge, there has been no previous attempt to make the national language of Vietnam a focus for as many perspectives as are documented in the book. In this regard, the book makes an original and intriguing contribution to the literature on Vietnamese culture, including the culture of Vietnam's expanding diaspora. The book is pioneering in the extent to which it draws attention to the many roles played by a national language in a nation's political, social and cultural development. It also documents the challenges of preserving a national language in settings where it is at risk of being marginalized. It is pleasing that so many of the contributing authors are young Vietnamese scholars who can provide a distinctly Vietnamese perspective on concepts and practices of global significance." - Dr. MartinHayden, Emeritus Professor of Higher Education, Southern Cross University, Australia "Vietnamese Language, Education and Change In and Outside Vietnam brings together an excellent collection of chapters that highlight the diverse and important but under-explored roles Vietnamese language plays in different settings within and outside Vietnam. The fifteen chapters of this much needed book provide unique insights into various aspects and meanings of Vietnamese language. Collectively, the volume contributes to broadening our view about the evolution and transformation of Vietnamese language under the impacts of local, national, regional and global forces. The book invites readers to engage in a reflective and intersectional approach to rethinking and re-examining our understandings of the changes and developments of Vietnamese language over the history of the country." - Dr Ly Tran, Professor, Centre for Research for Educational Impact (REDI), Deakin University, Australia, and Founder: Australia-Vietnam International Education Centre ; This open access edited book attempts to break new ground in investigating multiple facets of Vietnamese language, education and change in global contexts, engaging with global Vietnam through complex lenses of language and education. Issues of language, globalization, and global identities have often been framed through the lens of hierarchical/binary power relations, and/or through a dichotomy between hyper-central languages, such as English, and revisualized or marginalized local language and cultures. In this book, this dichotomy is turned on its head by considering how Vietnam and Vietnamese are constructed in and outside Vietnam and enacted in global spaces of classrooms, textbooks, student mobility, community engagement, curriculum, and intercultural contacts. Vietnamese is among the world's most spoken languages and is ranked in the top 20th in terms the number of speakers. Yet, at the same time, as a 'peripheral' or 'southern' global language as often seen in the Global North-Global South spectrum, the dynamics of multilingual and multicultural encounters involving Vietnamese generate distinctive dilemmas and tensions, as well as pointing to alternative ways of thinking about global phenomena from a fresh angle. Rather than being outside of the global, Vietnamese - like many other 'non-central' global languages - is present in diasporas, commercial, and transnational structures of higher education, schooling, and in the more conventional settings of primary and secondary school, in which visions of culture and language also evoke notions of heritage and tradition as well as bring to the fore deep seated ideological conflicts across time, space, communities, and generations. Relevant to students and scholars researching language, education, identity, multiculturalism, and their intersections, particularly related to Vietnam, but also in Southeast Asia and beyond, this volume is a pioneering investigation into overlooked contexts and languages from a global,southern-oriented perspective. "This book presents an eclectic collection of 15 chapters unified by an interest in developing and teaching the Vietnamese language. To my knowledge, there has been no previous attempt to make the national language of Vietnam a focus for as many perspectives as are documented in the book. In this regard, the book makes an original and intriguing contribution to the literature on Vietnamese culture, including the culture of Vietnam's expanding diaspora. The book is pioneering in the extent to which it draws attention to the many roles played by a national language in a nation's political, social and cultural development. It also documents the challenges of preserving a national language in settings where it is at risk of being marginalized. It is pleasing that so many of the contributing authors are young Vietnamese scholars who can provide a distinctly Vietnamese perspective on concepts and practices of global significance." - Dr. Martin Hayden, Emeritus Professor of Higher Education, Southern Cross University, Australia "Vietnamese Language, Education and Change In and Outside Vietnam brings together an excellent collection of chapters that highlight the diverse and important but under-explored roles Vietnamese language plays in different settings within and outside Vietnam. The fifteen chapters of this much needed book provide unique insights into various aspects and meanings of Vietnamese language. Collectively, the volume contributes to broadening our view about the evolution and transformation of Vietnamese language under the impacts of local, national, regional and global forces. The book invites readers to engage in a reflective and intersectional approach to rethinking and re-examining our understandings of the changes and developments of Vietnamese language over the history of the country." - Dr Ly Tran, Professor, Centre for Research for Educational Impact (REDI), Deakin University, Australia, and Founder: Australia-Vietnam International Education Centre
Frontmatter -- Contents -- Contributors -- Introduction: The Dynamics of Language and Inequality -- 1. Across Linguistic Boundaries: Language as a Dimension of Power in the Colonization of the Brazilian Amazon -- 2. Navigating Soft and Hard Boundaries: Race and Educational Inequality at the Borderlands -- 3. Rural-Urban Divides and Digital Literacy in Mongolian Higher Education -- 4. A Cycle of Shame: How Shaming Perpetuates Language Inequalities in Dakar, Senegal -- 5. The Role of Shame in Drawing Social Boundaries for Empowerment: ELT in Kiribati -- 6. Native-speakerism and Symbolic Violence in Constructions of Teacher Competence -- 7. Knowledge Politics, Language and Inequality in Educational Publishing -- 8. Decoloniality and Language in Education: Transgressing Language Boundaries in South Africa -- 9. Queering Literacy in Brazil's Higher Education: Questioning the Boundaries of the Normalized Body -- 10. 'Saudi Women Are Finally Allowed to Sit Behind the Wheel': Initial Responses from TESOL Classrooms -- Multilingual Abstracts -- Index
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