Outline

Conventional analyses of conflict have underestimated the role of language as a driver of conflict and post-conflict transformation. Imposing one language as a medium of instruction in a multilingual context contributes to inequalities and divisions in society, as well as disadvantaging those children who are learning in their second or even third language. This is further complicated by the paradox that in many postcolonial countries, the language of the ex-coloniser continues to be perceived as the language of power and privilege. Education policies must therefore take account of the politics of language, as well as its role in cognition and communication, including making a vital distinction between developing competency in a language and the language of instruction. This requires attention to issues of recognition, representation and redistribution in education, .

This topic looks at the following questions:

What are the key drivers or motivations for policy decision-making on the language of instruction in education?
What are the implications of policy decisions on the language of instruction in education for social cohesion and integration in multi-lingual societies, especially in post-conflict contexts?

Lectures

Open access publications

Forthcoming.

Reflection and discussion

Further suggested reading

Halai, A. (2009). Politics and practice of learning mathematics in multilingual classrooms: Lessons from Pakistan. In Multilingualism in mathematics classrooms (pp. 47-62). Multilingual Matters.