By Pierre Orelus
Language is likely to be the commonest factor that surfaces in debates over institution reform, and performs an important function in nearly every thing we're concerned. This edited quantity explores linguistic apartheid, or the disappearance of definite languages via cultural genocide via dominant ecu colonizers and American neoconservative teams. those teams have traditionally imposed hegemonic languages, reminiscent of English and French, on colonized humans on the price of the local languages of the latter. The book traces this way of apartheid from the colonial period to the English-only flow within the usa, and proposes other ways to counter linguistic apartheid that minority teams and scholars have confronted in faculties and society at large.
Contributors to this quantity offer a old evaluation of how many languages categorized as inferior, minority, or just savage were attacked and driven to the margins, discriminating opposed to and trying to silence the voice of these who spoke and proceed to talk those languages. additional, they show the way in which and the level to which such activities have affected the cultural existence, studying strategy, id, and the subjective and fabric stipulations of linguistically and traditionally marginalized teams, together with scholars.
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Additional resources for Affirming Language Diversity in Schools and Society: Beyond Linguistic Apartheid
New York: Teachers College. Luke, A. (1996). Text and discourse in education: An introduction to critical discourse analysis. New York: Routledge. Macedo, D. (1994). Literacies of power: What Americans are not allowed to know. Boulder, CO: Westview. , & Gounari, P. (2003). The hegemony of English. Boulder, CO: Paradigm Publisher. McLeod, J. (2001). Beginning postcolonialism. Manchester: Manchester University Press. Nieto, S. (2009). Language, culture, and teaching: Critical perspectives for a new century.
2006). Is decolonization possible? In G. J. Sefa & A. ), Anti-colonialism and education: The politics of resistance (pp. 87–106). Rotterdam: Sense Publishers. Thiong’o, N. (1986). Decolonizing the mind: The politics language in African literature. New Hampshire: Heinemann Press. This page intentionally left blank Part I Linguistic Apartheid in the United States From the Colonial to the Neocolonial Era This page intentionally left blank 2 21st Century Linguistic Apartheid English Language Learners in Arizona Public Schools Mary Carol Combs, Ana Christina Da Silva Iddings, and Luis C.
The vast territory annexed after 1848 by the United States from Mexico, now California, New Mexico, Nevada, and parts of Colorado, Arizona, Utah, and Oklahoma (Acuña, 2007), was not a colony as much as a conquest absorbed into the expanding borders of the nation rather than ruled from afar. S. were treated as a colonized people and subjected to more than a century of discrimination and racial prejudice by law and practice. Thus, a postcolonial framework presents an intriguing analytical lens through which to explain why the blocks were imposed by state government and generally tolerated by many in the state.