Suchergebnisse

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

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.

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