Overt and Symbolic Linguistic Violence: Plantation Ideology and Language Reclamation in Northern Ireland

Autor/inn/en	MacKenzie, Alison; Engman, Mel; McGurk, Orla
Titel	Overt and Symbolic Linguistic Violence: Plantation Ideology and Language Reclamation in Northern Ireland
Quelle	In: Teaching in Higher Education, 27 (2022) 4, S.489-501 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (MacKenzie, Alison) ORCID (Engman, Mel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2022.2028767
Schlagwörter	Language Attitudes; Language Maintenance; Irish; Political Attitudes; Educational Policy; Foreign Countries; Foreign Policy; English; Official Languages; Legislation; Political Power; Universities; Language Role; Language of Instruction; Language Minorities; Higher Education; Educational Theories; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Sprachverhalten; Sprachpflege; Irisch; Political attitude; Politische Einstellung; Politics of education; Bildungspolitik; Ausland; Außenpolitik; English language; Englisch; Office language; Amtssprache; Gesetzgebungslehre; Politische Macht; University; Universität; Teaching language; Unterrichtssprache; Sprachminderheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational theory; Theory of education; Bildungstheorie
Abstract	We discuss how the colonisation of the island of Ireland has marginalised and delegitimised Gaeilge, the Irish language, and the relationship of this colonial genealogy in place to local educational institutions and the practices therein. The hegemonic and homogenising processes of British colonialism continue to reverberate in modern discourses that frame the language as so politically charged that the 'Acht na Gaelige' (Irish Language Act) giving Gaeilge and English equal status contributed to a three-year (2017-2020) collapse of the power-sharing government in Northern Ireland. As with many minoritised languages worldwide, community members have turned to schools to reclaim language that can no longer be maintained in English-dominant homes, though these reclamation efforts are often segregated from educational policies and practices intended for the public. We explore these issues through a Bourdieusian analysis of symbolic power, linguistic capital and language reclamation to challenge the perceived 'neutrality' of the local university. We argue that by failing to recognise that Gaeilge could have parity with English, the university tacitly supports the hegemony of English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01