Challenging social injustice in superdiverse contexts through activist languages education

Edited book (chapter)


Lamb, Terry, Hatoss, Aniko and O'Neill, Shirley. 2020. "Challenging social injustice in superdiverse contexts through activist languages education." Papa, Rosemary (ed.) Handbook on Promoting Social Justice in Education. Cham, Switzerland. Springer. pp. 33-69
Chapter Title

Challenging social injustice in superdiverse contexts through activist languages education

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitleHandbook on Promoting Social Justice in Education
AuthorsLamb, Terry (Author), Hatoss, Aniko (Author) and O'Neill, Shirley (Author)
EditorsPapa, Rosemary
Page Range33-69
Chapter Number2
Number of Pages37
Year2020
PublisherSpringer
Place of PublicationCham, Switzerland
ISBN9783030146245
9783030146252
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-14625-2
Web Address (URL)https://link.springer.com/referencework/10.1007%2F978-3-030-14625-2
Abstract

In a current world of rapid change and immense global mobility, communities are experiencing unprecedented increases in population diversity that have dramatically heightened the challenge of ensuring social justice for linguistic minorities, including migrants, refugees, and people on the move, with implications for society as a whole. This chapter explores the rhetoric of related policies and practices and the ways in which they respond to the needs of superdiverse communities. The cases of the UK, Europe, and Australia, which all claim their multicultural status and multiculturalism as an important community resource, are discussed. Through an exploration of current research, the effectiveness of languages education policy and planning (LPP) is critiqued to provide a new paradigm that has the capacity to bring attention to and eliminate social injustice in linguistically diverse communities. The chapter argues for the nurturing of new spaces of language use that challenge the monolingual habitus and which can engage the collective autonomy of communities themselves. It conceptualizes how activist languages education can build community capacity and achieve socially just outcomes, thus simultaneously providing a better space for multilingualism and a foundation for peace.

Keywordsactivist languages education, languages education policy and planning, multiculturalism, social justice, superdiversity
ANZSRC Field of Research 2020390201. Education policy
479999. Other language, communication and culture not elsewhere classified
390108. LOTE, ESL and TESOL curriculum and pedagogy
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Byline AffiliationsUniversity of Westminster, United Kingdom
University of New South Wales
School of Education
Institution of OriginUniversity of Southern Queensland
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