Minority Education

From Shame to Struggle
Erscheinungsjahr 1988
ISBN: 978-1-85359-003-0
Verlag: Multilingual Matters

Buch, Englisch, 424 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 590 g

In both Europe and North America during the past 20 years, controversy has surrounded the education of children from linguistic minority backgrounds. An increasing number of minority children are experiencing difficulties at school and many leave school with no formal qualifications. There are fears among many educators and policy-makers that an entire generation of alienated youth with no future prospects is being produced by western educational systems. This book analyses policy issues regarding the education of minority students in western industrialised societies and presents a number of case studies of programs that have been successful in reversing the pattern of minority students' academic failure. A central theme throughout the volume is that the causes of minority students' academic difficulties are rooted in the power relations between the dominant and subordinate groups in society. Schools have typically reflected and reinforced these power relations through strategies such as punishment of children for speaking their mother tongue at school with the result that minority students have not developed confidence in their own cultural identity or academic abilities. Reversal of minority students' school failure requires that educators set out to enable both minority students and communities to empower themselves. The presentation of case studies in which this empowerment has been successfully achieved is complemented by the perspectives of individuals and minority communities who have been involved in the struggle for educational and linguistic rights of minority children.

Autoren/Hrsg.

Skutnabb-Kangas, Tove

Cummins, Jim

Fachgebiete

• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Minderheiten, Interkulturelle & Multikulturelle Fragen
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Jim Cummins and Tove Skutnabb-Kangas: Introduction

I SOCIOPOLITICAL ANALYSES

1. Tove Skutnabb-Kangas: Multilingualism and the Education of Minority Children

2. Eduardo Hernandez-Chavez: Language Policy and Language Rights in the United States: Issues in Bilingualism

3. Rene Appel: The Language Education of Immigrant Workers' Children in the Netherlands

4. Arturo Tosi: The Jewel in the Crown of the Modern Prince: The New Approach to Bilingualism in Multicultural Education in England

5. Gunnar Tingbjorn: Active Bilingualism-The Swedish Goal for Immigrant Children's Language Instruction

6. Jim Cummins: From Multicultural to Anti-Rascist Education: An Analysis of Programmes and Policies in Ontario

II EXPERIENTIAL PERSPECTIVES

7. Anffi Jalava: Mother Tongue and Identity: Nobody Could See That I Was A Finn

Poems By:

Theodor Kallifatides

Binnie Kristal-Andersson

Pirkko Leporanta-Morley

Guilem Rodrigues Da Silva

Rauni Magga Lukkari

Mazisi Kunene

Jukka Kalasniemi: Living with Two Languages

Johannes Marainen: Returning to Sami Identity

III COMMUNITY STRUGGLES FOR EDUCATIONAL RIGHTS

8. Deirdre F. Jordan: Rights and Claims of Indigenous People: Education and the Reclaiming of Identity: The Case of the Canadian Natives, the Sami and Australian Aborigines

9. Alma Flor Ada: The Pajaro Valley Experience: Working with Spanish Speaking Parents to Develop Children's Reading and Writing Skills Through the Use of Children's Literature

10. Tuula Honkala, Pirkko Leporanta-Morley, Lilja Liukka and Eija Rougle: Finnish Children in Sweden Strike for Better Education

11. Tove Skutnabb-Kangas: Resource Power and Autonomy Through Discourse in Conflict a Finnish Migrant School Strike in Sweden

12. Jan Curtis: Parents, Schools and Racism: Bilingual Education in a Northern California Town

13. S. Jim Campos and H. Robert Keatinge: The Carpinteria Language Minority Student Experience: From Theory, to Practice, to Success

14. Arlene Stairs: Beyond Cultural Inclusion: An Inuit Example Of Indigenous Educational Development

15. Tom Hagman And Jouko Lahdenpera: Nine Years Of Finnish-Medium Education In Sweden-What Happens Afterwards? The Education Of Minority Children In Botkyrka

IV THE GLOBAL CONTEXT

16. Robert Phillipson: Linguicism: Structures And Ideologies In Linguistic Imperialism

17. Chris Mullard: Racism, Ethnicism And Etharchy Or Not? The Principles Of Progressive Control And Transformative Change

18. Debi Prasanna Pattanayak: Monolingual Myopia And The Petals Of The Indian Lotus: Do Many Languages Divide Or Unite A Nation?

19. Tove Skutnabb-Kangas And Jim Cummins: Concluding Remarks: Language For Empowerment

Über Autor(innen)

Skutnabb-Kangas, Tove
Tove Skutnabb-Kangas (Emerita) has been actively involved with struggles for language rights for five decades. Her research interests include linguistic human rights, linguistic genocide, linguicism (linguistically argued racism), mother-tongue-based multilingual education and the relationship between linguistic and cultural diversity and biodiversity.

Cummins, Jim
Jim Cummins is Professor Emeritus at the University of Toronto, Canada and has spent the past 40 years researching and working with multilingual learners across the world. His controversial theoretical distinction between conversational versus academic language proficiency is a key topic in pre-service and professional development related to the education of minority group students who are learning the language of instruction.

Tove Skutnabb-Kangas was born in Finland, raised with two mother tongues, Finnish and Swedish, and educated in both languages. She studies at the University of Helsinki. Her dissertation (Ph.D. equivalent) was about the school achievement of a bilingual vocational school in Finland. Her second Ph.D. (Roskilde) was about linguistic imperialism. She has taught and/or done research at the Universities of Helsinki (Finland), Lund (Sweden), Harvard (USA), and Roskilde in Denmark where she has lived since 1979. She is the author of Tvåspråkighet (“Bilingualism”), 1981; God, bedre, dansk? Om indvandrerbörns integration i Danmark (“Good, better, Danish? On the integration of immigrant children in Denmark", 1983 (with Birgitte Rahbek); Bilingualism or not: The education of minorities, 1984; Minoritet, sprak och racism ("Minority, language and racism"), 1986 (in collaboration with Ilka Kangas and Kea Kangas, Tove's daughters) (Finnish translation Vähemmistö, kieli ja rasismi, Gaudeamus, 1987); Linguicism rules in education, 1986 (with Robert Phillipson).

Jim Cummins was born in Dublin, Ireland, in 1949. He carried out his doctoral research in Canada on the effects of bilingualism on children's cognitive development and obtained his PhD from the University of Alberta in 1974. He subsequently worked in the Educational Research Centre in Dublin where he conducted several studies relating to the consequences of Irish—English bilingualism and bilingual education. He returned to Canada in 1976 and carried out research on cognitive processing and reading difficulties at the Centre for the Study of Mental Retardation in the University of Alberta. He currently works in the Modern Language Centre of the Ontario Institute for Studies in Education in Toronto and is the author of Bilingualism and special education: Issues in assessment and pedagogy (Multilingual Matters) and Bilingualism in education: Aspects of theory, research and policy (Longman; with Merrill Swain).