Translanguaging as a Political Act with Roma: Carving a Path between Pluralism and Collectivism for Transformation

Autor/inn/en	Smith, Heather Jane; Robertson, Leena Helavaara; Auger, Nathalie; Wysocki, Lydia
Titel	Translanguaging as a Political Act with Roma: Carving a Path between Pluralism and Collectivism for Transformation
Quelle	In: Journal for Critical Education Policy Studies, 18 (2020) 1, S.98-135 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Heather Jane) ORCID (Wysocki, Lydia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Code Switching (Language); Social Justice; Teaching Methods; Transformative Learning; Minority Group Students; Minority Groups; Educational Experience; Postmodernism; Criticism; Racial Bias; Collectivism; Civil Rights; Politics of Education; Native Language; Language Usage; Second Language Learning; Parent Attitudes; Activism; College Faculty; Access to Education; Elementary School Students; Foreign Countries; Slavic Languages; Romance Languages; English (Second Language); United Kingdom (England) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Ethnische Minderheit; Bildungserfahrung; Postmoderne; Kritik; Racial discrimination; Rassismus; Bürgerrechte; Grundrechte; Zivilrecht; Educational policy; Bildungspolitik; Sprachgebrauch; Zweitsprachenerwerb; Elternverhalten; Aktivismus; Politischer Protest; Fakultät; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Slawische Sprache; Romanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Translanguaging claims to advance social justice as a transformative pedagogy. This paper analyses a tension which developed over the life span of a European research project which aimed to improve the educational experience for Eastern European Roma pupils through teachers' employment of a translanguaging pedagogy. Roma are ethnically and linguistically heterogeneous, but as a minority group face continued racism, whilst Roma pupils face educational exclusion. The voices of Roma parents, pupils and activists and academics alerted us to potential threats in utilising translanguaging as a political act for transformation in education. They revealed a central tension between recognition of linguistic pluralism for emancipation at school level (with possibilities for policy level changes at local or national levels) and unifying endeavours for collective action towards equality and human rights at a (trans)national level. To understand this tension we reframed it in light of the postmodernist positioning of translanguaging, and critiques of the de-politicizing tendencies of postmodernism. In proposing a way forward for research and pedagogy, we carve a path between pluralism and collectivism by placing translanguaging pedagogy and associated research into Nancy Fraser's integrative model of recognition and redistribution for transformation. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01