9780805834673

Linguistic Genocide in Education - Or Worldwide Diversity and Human Rights?

by
  • ISBN13:

    9780805834673

  • ISBN10:

    0805834672

  • Format: Hardcover
  • Copyright: 2000-02-01
  • Publisher: Lawrence Erlbau

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Summary

In this powerful, multidisciplinary book, Tove Skutnabb-Kangas shows how most indigenous and minority education contributes to linguistic genocide according to United Nations definitions. Theory is combined with a wealth of factual encyclopedic information and with many examples and vignettes. The examples come from all parts of the world and try to avoid Eurocentrism. Oriented toward theory and practice, facts and evaluations, and reflection and action, the book prompts readers to find information about the world and their local contexts, to reflect and to act. A Web site with additional resource materials to this book can be found at http://www.ruc.dk/~tovesk/

Table of Contents

Preface ix
Outline of the book ix
How to use the book---some advice to the reader xiii
Who might want to read the book xv
Acknowledgments xvi
Introduction xix
Asking why-questions xix
Repoliticizing the language of schooling xxii
Acknowledging feelings, value judgements, and the need for action as legitimate parts of research xxiii
Standpoint theories xxviii
Linguistic genocide, language murder---a note on terminology xxxi
I Setting the Scene 1(288)
What is Happening to the Languages of the World
5(58)
Our knowledge about `language' and languages
6(24)
The world's languages: number of languages and number of speakers
30(16)
The state of the languages: the `moribund', the `endangered', and the `safe'
46(4)
Examples of languages pushed into disuse
50(13)
Connections Between Biodiversity and Linguistic and Cultural Diversity
63(38)
Our threefold living environment---biological, linguistic, and cultural---is threatened by globalisation
65(4)
Language and species---defining linguistic and biological diversity
69(4)
Comparing the threat towards biodiversity and linguistic diversity
73(10)
The correlation between biodiversity and linguistic and cultural diversity
83(8)
Causal connections between biodiversity and linguistic and cultural diversity?
91(10)
Mother Tongue(s), Culture, Ethnicity, and Self-Determination
101(108)
Conceptualizing ourselves and the world
104(1)
Mother tongue(s)
105(11)
Cultural diversity and cultural competence
116(18)
Language(s) for multiple identities
134(31)
Ethnicity and language
165(30)
Language for control and domination, resistance, and self-determination
195(14)
Linguistic Diversity---Curse or Blessing? To Be Maintained or Not? Why?
209(80)
Linguistic diversity in great myths
212(26)
The ideology of monolingual reductionism/stupidity/naivety
238(11)
Arguments for and against linguistic diversity
249(29)
The balance sheet: Epistemological arguments for linguistic and cultural diversity
278(2)
Esperanto?
280(9)
II Linguistic Genocide, State Policies, and Globalisation 289(188)
State Policies Towards Languages---Linguistic Genocide, Language Death, or Support for Languages?
291(88)
Possible state policies towards languages/dialects/`non-standard' variants/`non-native' variants
296(15)
Linguistic genocide
311(7)
Linguistic genocide in educational practice
318(47)
Language death and linguistic genocide/linguicide---two paradigms?
365(14)
Globalisation, Power, and Control
379(98)
Ideological reasons---power relations
384(41)
Political reasons---the `nation state' `demands' one language for unity?
425(11)
Economic reasons---the global `free market'?
436(32)
`Free' markets and human rights
468(9)
III Struggle Against Linguistic Genocide and for Linguistic Human Rights in Education 477(192)
Linguistic Human Rights
479(88)
Introducing Linguistic Human Rights (LHRs)
482(14)
Delimiting the topic---from language rights to educational linguistic human rights
496(9)
A short history of language rights in the West
505(6)
Systematising language-related rights
511(16)
What happens to language in educational instruments?
527(15)
Towards a universal covenant on linguistic human rights?
542(7)
The hypocrisy of Western states
549(8)
Positive developments
557(10)
Linguistic Human Rights in Education?
567(84)
What kind of `bilingualism' is the goal in `bilingual education' programmes?
570(5)
Key fallacies in the education of dominated communities
575(4)
`Non-forms' and `weak forms' of bilingual education
579(21)
Strong forms of bilingual and multilingual education
600(22)
Strong models and language policy goals: equality, economics, and enrichment
622(4)
Principles for educational models which respect linguistic human rights
626(12)
Contextualising is necessary ... but not enough
638(13)
Alternatives to Genocide and Dystopia
651(18)
Weak forms and non-forms of `bilingual' education amount to genocide by `forcibly transferring children of the group to another group' (from the UN Genocide Convention)
652(1)
Minority language---both right and resource in states with civic pluralism and no ethnic state identity
653(2)
Diversity or homogenisation? Localisation or globalisation?
655(5)
`Promoting linguistic tolerance and development'?
660(4)
Do arguments help?
664(2)
To conclude
666(3)
Bibliography 669(66)
Bibliography of Esperanto Studies and Interlinguistics 735(2)
Preface to Indexes 737(2)
Author/Person Index 739(16)
Languages and Peoples Index 755(8)
Countries/States Index 763(6)
Subject Index 769

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