Full Description
Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field.
This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-dominant languages in multilingual contexts. It uses Kosonen and Benson's (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side.
Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education.
This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning.
This book is open access under a CC BY NC ND licence.
Contents
Carol Benson and Kimmo Kosonen: Introduction: Background, Key Concepts, and a Meta-Study of the Authors and Their Contributions
Chapter 1. Kimmo Kosonen and Carol Benson: Towards the Inclusion of Non-Dominant Languages in Education: Analyzing Trajectories of Policy Change, Key Actors and Agency
Chapter 2. Jessica Ball and Mariam Smith: An Actor-Focused Approach to a Theory of Change Supporting Multilingual Education in Cambodia
Chapter 3. Mirinda Burarungrot and Kirk Person: Why the Top Needs the Side: The Interplay of State and Non-State Actors in Bringing in (and Keeping) NDLs in Thailand's Classrooms
Chapter 4. Melody Ann Ross and Kerry Taylor-Leech: The Revolving Door of Agentive Spaces for Change: Timescales and Trajectories of Timor-Leste's Multilingual Pilot Program
Chapter 5. Molly Kay, Non Sorn and Sam Marip: The Dual Role of Ethnic Basic Education Providers as Above and Below Actors in the Quest for Multilingual Education in Myanmar
Chapter 6. Maria Mercedes Arzadon and Fernigil L. Colicol: Teacher Agency and Synergistic Actions Among the Top-Side-Bottom Actors in the Philippines
Chapter 7. Franklin A. (Obi) Eneh: Tamazight Language Education in Morocco: The Importance of Teacher Perspectives
Chapter 8. Erina Iwasaki: The Role of Militants in Advocating for a National Bilingual Education Policy in Senegal
Chapter 9. Gabit Zumatay: Implementing the Kazakh Language Education Policy in Kazakhstan: Language Policy Change from Below and the Side
Chapter 10. Stephen Bahry: Language Policy and Practice in Two Endangered Languages in China: Change from the Side Without Civil Society Institutions?
Chapter 11. Emma Browne and Barbara Martin Napanangka: Warlpiri Schools in Australia's Northern Territory: Sustaining Change from Below with Championing from the Side
Chapter 12. Pia Maiti: Intercultural Bilingual Education in Chubut, Argentina: Local Actors' Actions for Policy Implementation
Chapter 13. Nicholas Limerick: Reconsidering Unified Kichwa as An L1 in Ecuador: Change from the Side and Below
Chapter 14. Kara Brown: Possible Worlds: Concluding Thoughts on Temporalities and Non-Dominant Language-in-Education Policies
