Three distinctive domains of inquiry in comparative and international education (CIE) point to epistemic fault lines that simultaneously enable and disable the…
Three distinctive domains of inquiry in comparative and international education (CIE) point to epistemic fault lines that simultaneously enable and disable the possibilities for social transformation in the cultural ecologies that demarcate, but also entangle, the so-called Global South and the North. Historically, these domains of inquiry – language/multilingualism, education, and development – engage arenas in which ideas about wellbeing, social arrangements, and the politics of knowledge (and of power) are constantly constructed, contested, and renegotiated. This analysis pinpoints some of the discursive technologies, which guarantee that active scholarly innovations and differentiation proceed in ways that ultimately leave intact the territorialized regionalizations of development differences. It reflects on ongoing fieldwork from the South to highlight three spheres of social control, and struggle, illustrative of the coloniality of difference and the expanding institutionalization of learning (as schooling) in an era of global interventionism. These loci – the sources of knowledge traditions, the sites of its enactment, and the power of knowledge transactions – represent overlapping activation points through which education interventions both stimulate and stultify social transformations. Specifically, the sources, sites, and power of knowledge offer empirical and discursive tools for historiographic reconsideration of the role of linguistic diversity and education in social change processes, and, crucially, for shifting critical focus from merely the occidentality of contemporary education traditions to the universalism of its social imaginaries. In this critical reading of new understandings of language(s) as invention, therefore, lies analytic opportunities for rethinking epistemic dilemmas in linking education and “development” in CIE scholarship.
The issue of linguistic autonomy is a central one on the agenda of Catalan politics within the Spanish state. In the transition from Francoism, virtually all political groups in Catalonia supported a statute of autonomy (1982) which declares that “Catalan is the official language of Catalonia, as is Castillian, the official language of the entire Spanish State.”
Whilst language is recognised as playing a key role in the shaping of organisational phenomena, the importance of managing language actively in the context of change has…
Whilst language is recognised as playing a key role in the shaping of organisational phenomena, the importance of managing language actively in the context of change has received less attention. The particular relevance of the active management of language in changing the mindsets that underpin models of organisational change is discussed, leading to the conclusion that language has a key role in making apparent and legitimising emerging models that challenge the conventional “top‐down” paradigm.
This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a…
This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a Critical Discourse Analysis perspective and examines how they have changed pre- and post-21st century. First, a policy document related to education in KSA in general (pre-21st century) is analyzed along with an English language teaching (ELT) policy document of the same period. Next, two general policy documents post-21st century are explored, followed by one related to ELT policy. Finally, one post-21st century document related to higher education is discussed. The “network of practices” within which these documents are situated are first detailed, as well as the structural order of the discourse, and some linguistic analysis of the choice of vocabulary and grammatical structures (Meyer, 2001). Issues which might be problematic to the learning and teaching identities of the students and teachers interpreting these documents are also highlighted. Finally, we consider whether the network of practices at this institution and KSA in general “needs” the problems identified in the analysis and critically reflect on the analysis.
Examines the reasons why administrators of non‐profit organizations are reluctant to embrace marketing ideas. Gives the most frequent answer, which is that marketing…
Examines the reasons why administrators of non‐profit organizations are reluctant to embrace marketing ideas. Gives the most frequent answer, which is that marketing itself has a tarnished image which is often associated with wasteful expenditure, particularly in the areas of advertising and promotion, where things are very difficult. Differences are shown in background and training, and therefore language and concepts of markets and the administrators of non‐profit organisations. States that administrators in non‐profit organizations are not surprisingly reluctant to adopt a language, which they can often see as merely offering a rather poor translation of their own concepts. Sums up that marketing practitioners may feel uncomfortable about explicitly acknowledging the existence of such activity.
In this chapter, we align two approaches on the multinational enterprise (MNE), that is, research on languages and international business, and micropolitics, in order to…
In this chapter, we align two approaches on the multinational enterprise (MNE), that is, research on languages and international business, and micropolitics, in order to establish the language-based underpinnings of micropolitical behavior in the MNE.
This theoretical chapter departs from a social, relational perspective on power relationships in the MNE. Power relationships are constituted in multilingual encounters between different language users.
Our analysis builds on the assumption that the mandated corporate language in the MNE, which often is English, results in a language hierarchy. This hierarchy creates inequality and tension between the languages in use in the MNE. However, language agents, that is, headquarters, foreign subsidiaries, teams, managers, and employees can – individually or collectively – change, challenge, and disrupt this hierarchical order. Their micropolitical behavior is essential for action as it redraws organizational structure, alters the degree of foreign subsidiary autonomy and control, redefines the privileged and the disadvantaged groups in the MNE, and reinforces subgroup formation and dynamics in multilingual teams.
We highlight the important role played by language agents who sit at the interstices of organizational networks in the MNE. The interplay between their actions and motivations and their historical and situational contexts represents an underexplored and undertheorized area of study.
Senior managers in MNEs are frequently very competent or native users of the English language. Appreciating the continued existence of various languages has implications for how different MNE units can effectively connect and operate as an overall entity.
This chapter highlights the languages-based mechanisms that underpin power relationships in the MNE.
This chapter applies a qualitative theoretical approach, drawing on critical literacy frames including socio-cultural theory and auto-ethnography to examine the journey of…
This chapter applies a qualitative theoretical approach, drawing on critical literacy frames including socio-cultural theory and auto-ethnography to examine the journey of a language arts teacher in her struggle to respond to her students’ resistance and create a classroom context of mean-making and empowerment. Asserting the process as the decolonization of pedagogy, the chapter asserts the language arts classroom as a borderland, a site for both critical analysis and a source for creativity and possibility (Giroux, 2001) to teach students who are traditionally underserved in the educational community. The chapter points to ways students’ rich cultural heritage and the teacher’s autobiographical narrative can become part of the classroom pedagogy and result in a rich learning experience that is transformative.
Max Weber called the maxim “Time is Money” the surest, simplest expression of the spirit of capitalism. Coined in 1748 by Benjamin Franklin, this modern proverb now has a…
Max Weber called the maxim “Time is Money” the surest, simplest expression of the spirit of capitalism. Coined in 1748 by Benjamin Franklin, this modern proverb now has a life of its own. In this paper, I examine the worldwide diffusion and sociocultural history of this paradigmatic expression. The intent is to explore the ways in which ideas of time and money appear in sedimented form in popular sayings.
My approach is sociological in orientation and multidisciplinary in method. Drawing upon the works of Max Weber, Antonio Gramsci, Wolfgang Mieder, and Dean Wolfe Manders, I explore the global spread of Ben Franklin’s famed adage in three ways: (1) via evidence from the field of “paremiology” – that is, the study of proverbs; (2) via online searches for the phrase “Time is Money” in 30-plus languages; and (3) via evidence from sociological and historical research.
The conviction that “Time is Money” has won global assent on an ever-expanding basis for more than 250 years now. In recent years, this phrase has reverberated to the far corners of the world in literally dozens of languages – above all, in the languages of Eastern Europe and East Asia.
Methodologically, this study unites several different ways of exploring the globalization of the capitalist spirit. The main substantive implication is that, as capitalism goes global, so too does the capitalist spirit. Evidence from popular sayings gives us a new foothold for insight into questions of this kind.
The history of Nepal gives some insight into its current status as a diverse and multilingual nation with more than 123 languages. Multilingualism is part of the founding…
The history of Nepal gives some insight into its current status as a diverse and multilingual nation with more than 123 languages. Multilingualism is part of the founding philosophy of the country but since it was unified in 1768, government attitudes to language and language education have fluctuated. Though historically education in Nepal has been delivered exclusively in the Nepali language and, more recently, in English, the Government of Nepal is now committed to introducing mother tongue-based, multilingual education (MLE).
Nepal has among the lowest literacy rates in the world (UNESCO Institute for Statistics, 2015) and the government seeks to turn this trend around, particularly for students who do not speak Nepali as a mother tongue. The commitment to strengthening mother tongue-based MLE features prominently in the Constitution of Nepal (2015), the Act Relating to Compulsory and Free Education (2018) and the School Sector Development Plan (MOEST, 2018). This new constitution declares that “all the mother tongues spoken in Nepal shall be the national language” (2015 article 6).
Implementing these policy commitments in over 120 languages across seven provinces and 753 municipalities is the next challenge for the fledgling democracy. As a “wicked hard” policy area, doing so will require a solid understanding of local attitudes, beliefs, resources, and capacities. This chapter gives a unified review of the history, languages, ideologies, beliefs, and trends that currently influence MLE in Nepal and are likely to play a role into the future.
In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and…
In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and postmodern theory, embedding our analyses in an ongoing accreditation process. This required process positions us to question what authoritative narratives we have accepted and whether, through our action research, we have begun to create our own counternarrative that challenges assumptions underlying the accreditation process.