Language, Education, and Development: Post-Colonial Societies and Neoliberalism

Autor/in	Jean-Pierre, Marky
Titel	Language, Education, and Development: Post-Colonial Societies and Neoliberalism
Quelle	In: British Journal of Sociology of Education, 40 (2019) 4, S.507-522 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1591269
Schlagwörter	Neoliberalism; Creoles; Language of Instruction; Social Development; Teacher Student Relationship; Textbooks; Postcolonialism; Teaching Methods; Learning Processes; Academic Achievement; Language Role; Classroom Communication; Discourse Analysis; Foreign Countries; Elementary School Students; French; Government School Relationship; Patriotism; Second Language Learning; Native Language; Elementary Secondary Education; Haiti + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Kreole; Teaching language; Unterrichtssprache; Soziale Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Textbook; Text book; Schulbuch; Lehrbuch; Post colonialism; Postkolonialismus; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schulleistung; Klassengespräch; Diskursanalyse; Ausland; Französisch; Patriotismus; Zweitsprachenerwerb
Abstract	This article assesses the position of post-colonial societies within a neoliberal paradigm through an analysis of the role of language in education and the importance of adequate academic preparation for social development. Generally, teacher-student interactions constitute the foundational substance of learning processes. Since education revolves around language, omitting the way language affects classroom instruction amounts to omitting a key factor that might impede or facilitate education. Because these interactions tend to happen around textbooks, and given that textbooks are often ideologically saturated, an analysis of interactional patterns and textbook discourses may help to assess how the education system can improve students' academic development and the external efficiency of the system. The article makes the case for post-colonial societies to define strategic visions that are in concert with their specific needs, as opposed to being strangled into grand narratives such as neoliberalism that may be counterproductive for the growth of their societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01