Multilingual Policies as Dystopia: From Less to More Desirable Futures in Education

Autor/inn/en	Barros, Sandro R.; Devarajan, Darshana
Titel	Multilingual Policies as Dystopia: From Less to More Desirable Futures in Education
Quelle	In: Policy Futures in Education, 21 (2023) 6, S.678-694 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barros, Sandro R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14782103211014024
Schlagwörter	Multilingualism; Neoliberalism; Minority Group Students; Language Planning; Language Usage; Educational Policy; Language of Instruction; Language Minorities; Indians; Policy Analysis; Language Attitudes; Decision Making; Case Studies; Ethics; Policy Formation; Foreign Countries; English (Second Language); Second Language Learning; Indo European Languages + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Neo-liberalism; Neoliberalismus; Sprachwechsel; Sprachgebrauch; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Sprachminderheit; Inder; Politikfeldanalyse; Sprachverhalten; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Ethik; Politische Betätigung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Indoeuropäisch
Abstract	In 'Literature and Life', Deleuze remarks that all literature manifests as delirium, and, as such, the destiny of literature is to play itself out between two poles that create and reflect life back to itself: what the human desires, and the constant changes life imposes onto us. Taking Deleuze's statement as a point of departure concerning the power of social fiction, this article mobilizes the dystopian imagination as a tool to evaluate what language policies do as they channel human desire to shape linguistic practices. Specifically, this article explores the extent to which the literary dystopian lens can help us plot more desirable futures for multilingualism in education. Through a critical fabulation about India's three-language policy's effects in schools, we bear witness to this language policy's disciplinarian action, which reinforces linguistic hierarchies and territorial disputes present in this nation's history. Indeed, decisions on policies meant to assist linguistically minoritized students have often rested on complicated assumptions about what language means. These assumptions operate under liberal and neoliberal ideologies that commodify and narrow citizens' linguistic choices, thereby framing one's authority over language as something that exists outside the human mind. By approaching India's three-language policy as a futuristically fabulated case study, we reflect on the potentiality of dystopian narratives to function as an analytical method and a critical lens to anticipate ethical problems in language policies' design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01