Linguistic hegemony today: recommendations for eradicating language discrimination
Purpose The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts. Design/methodology/approach This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony. Findings The authors identify th...
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| Veröffentlicht in: | Journal for multicultural education 2017-01, Vol.11 (1), p.19-30 |
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| container_title | Journal for multicultural education |
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| creator | Scott, Lakia M. Venegas, Elena M. |
| description | Purpose
The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts.
Design/methodology/approach
This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony.
Findings
The authors identify three primary areas in which linguistic hegemony persists at present, including English-only policies, varied perspectives on language difference and harsh graduation mandates.
Originality/value
The authors extend upon Antonio Gramsci’s notion of hegemonic culture as well as Robert Phillipson’s concept of linguistic imperialism in identifying current instances of linguistic hegemony in educational policies and practices throughout the USA. |
| doi_str_mv | 10.1108/JME-09-2015-0028 |
| format | Article |
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The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts.
Design/methodology/approach
This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony.
Findings
The authors identify three primary areas in which linguistic hegemony persists at present, including English-only policies, varied perspectives on language difference and harsh graduation mandates.
Originality/value
The authors extend upon Antonio Gramsci’s notion of hegemonic culture as well as Robert Phillipson’s concept of linguistic imperialism in identifying current instances of linguistic hegemony in educational policies and practices throughout the USA.</description><identifier>ISSN: 2053-535X</identifier><identifier>EISSN: 2053-5368</identifier><identifier>DOI: 10.1108/JME-09-2015-0028</identifier><language>eng</language><publisher>Bingley: Emerald Publishing Limited</publisher><subject>Academic failure ; African American English ; African Americans ; Bilingualism ; Civil Rights ; Classrooms ; Conflict ; Culture ; Curricula ; Dialects ; Education ; Education policy ; Educational Environment ; Educational Opportunities ; Educational Policy ; Educational Practices ; Elementary Secondary Education ; English ; English (Second Language) ; English language ; English Only Movement ; Equal Education ; Ethnicity ; Federal court decisions ; Federal Legislation ; Hegemony ; Imperialism ; Language Attitudes ; Language instruction ; Language Minorities ; Language of Instruction ; Language Usage ; Learning ; Learning environment ; Legislation ; Linguistics ; Literacy ; Minority & ethnic groups ; Minority students ; Multicultural education ; Multiculturalism & pluralism ; Native Language ; Native languages ; No Child Left Behind Act 2001-US ; Politics of Education ; Professional development ; Public schools ; Race ; School boards ; School districts ; Second Language Learning ; Standardized Tests ; Stigma ; Teachers ; Trends</subject><ispartof>Journal for multicultural education, 2017-01, Vol.11 (1), p.19-30</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited 2017</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c333t-6ad75b56bef8d37b413a05a356f1a5e697eb760700cd9459cc5b927a15950af93</citedby><cites>FETCH-LOGICAL-c333t-6ad75b56bef8d37b413a05a356f1a5e697eb760700cd9459cc5b927a15950af93</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/JME-09-2015-0028/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,776,780,961,11614,21674,27901,27902,52664,53219</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1165569$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Scott, Lakia M.</creatorcontrib><creatorcontrib>Venegas, Elena M.</creatorcontrib><title>Linguistic hegemony today: recommendations for eradicating language discrimination</title><title>Journal for multicultural education</title><description>Purpose
The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts.
Design/methodology/approach
This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony.
Findings
The authors identify three primary areas in which linguistic hegemony persists at present, including English-only policies, varied perspectives on language difference and harsh graduation mandates.
Originality/value
The authors extend upon Antonio Gramsci’s notion of hegemonic culture as well as Robert Phillipson’s concept of linguistic imperialism in identifying current instances of linguistic hegemony in educational policies and practices throughout the USA.</description><subject>Academic failure</subject><subject>African American English</subject><subject>African Americans</subject><subject>Bilingualism</subject><subject>Civil Rights</subject><subject>Classrooms</subject><subject>Conflict</subject><subject>Culture</subject><subject>Curricula</subject><subject>Dialects</subject><subject>Education</subject><subject>Education policy</subject><subject>Educational Environment</subject><subject>Educational Opportunities</subject><subject>Educational Policy</subject><subject>Educational Practices</subject><subject>Elementary Secondary Education</subject><subject>English</subject><subject>English (Second Language)</subject><subject>English language</subject><subject>English Only Movement</subject><subject>Equal Education</subject><subject>Ethnicity</subject><subject>Federal court decisions</subject><subject>Federal Legislation</subject><subject>Hegemony</subject><subject>Imperialism</subject><subject>Language Attitudes</subject><subject>Language instruction</subject><subject>Language Minorities</subject><subject>Language of Instruction</subject><subject>Language Usage</subject><subject>Learning</subject><subject>Learning environment</subject><subject>Legislation</subject><subject>Linguistics</subject><subject>Literacy</subject><subject>Minority & ethnic groups</subject><subject>Minority students</subject><subject>Multicultural education</subject><subject>Multiculturalism & pluralism</subject><subject>Native Language</subject><subject>Native languages</subject><subject>No Child Left Behind Act 2001-US</subject><subject>Politics of Education</subject><subject>Professional development</subject><subject>Public schools</subject><subject>Race</subject><subject>School boards</subject><subject>School districts</subject><subject>Second Language Learning</subject><subject>Standardized Tests</subject><subject>Stigma</subject><subject>Teachers</subject><subject>Trends</subject><issn>2053-535X</issn><issn>2053-5368</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNptkd9LwzAQx4MoOHTvvggFn-suTS9tfJMxf4yJIAq-hTRJZ8bazqR72H9v6sZA8OmOu-_37vgcIVcUbimFcjJ_maUg0gwopgBZeUJGGSBLkfHy9Jjj5zkZh7ACAMryWMMReVu4drl1oXc6-bJL23TtLuk7o3Z3ibe6axrbGtW7rg1J3fnEemWcjoV2maxVtKqlTYwL2rvGtb_CS3JWq3Ww40O8IB8Ps_fpU7p4fXye3i9SzRjrU65MgRXyytalYUWVU6YAFUNeU4WWi8JWBYcCQBuRo9AaK5EViqJAULVgF-RmP3fju--tDb1cdVvfxpWSlgXn0ZTnUQV7lfZdCN7WchNPVX4nKcgBnozwJAg5wJMDvGi53lusd_oon80p5Yh8WDw59JuIY23-m_jnHewHzn557w</recordid><startdate>20170101</startdate><enddate>20170101</enddate><creator>Scott, Lakia M.</creator><creator>Venegas, Elena M.</creator><general>Emerald Publishing Limited</general><general>Emerald Group Publishing Limited</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>0U~</scope><scope>1-H</scope><scope>7T9</scope><scope>7WY</scope><scope>7WZ</scope><scope>7XB</scope><scope>8A4</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>F~G</scope><scope>GNUQQ</scope><scope>K6~</scope><scope>L.-</scope><scope>L.0</scope><scope>M0C</scope><scope>M0P</scope><scope>PQBIZ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PYYUZ</scope><scope>Q9U</scope></search><sort><creationdate>20170101</creationdate><title>Linguistic hegemony today: recommendations for eradicating language discrimination</title><author>Scott, Lakia M. ; Venegas, Elena M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c333t-6ad75b56bef8d37b413a05a356f1a5e697eb760700cd9459cc5b927a15950af93</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Academic failure</topic><topic>African American English</topic><topic>African Americans</topic><topic>Bilingualism</topic><topic>Civil Rights</topic><topic>Classrooms</topic><topic>Conflict</topic><topic>Culture</topic><topic>Curricula</topic><topic>Dialects</topic><topic>Education</topic><topic>Education policy</topic><topic>Educational Environment</topic><topic>Educational Opportunities</topic><topic>Educational Policy</topic><topic>Educational Practices</topic><topic>Elementary Secondary Education</topic><topic>English</topic><topic>English (Second Language)</topic><topic>English language</topic><topic>English Only Movement</topic><topic>Equal Education</topic><topic>Ethnicity</topic><topic>Federal court decisions</topic><topic>Federal Legislation</topic><topic>Hegemony</topic><topic>Imperialism</topic><topic>Language Attitudes</topic><topic>Language instruction</topic><topic>Language Minorities</topic><topic>Language of Instruction</topic><topic>Language Usage</topic><topic>Learning</topic><topic>Learning environment</topic><topic>Legislation</topic><topic>Linguistics</topic><topic>Literacy</topic><topic>Minority & ethnic groups</topic><topic>Minority students</topic><topic>Multicultural education</topic><topic>Multiculturalism & pluralism</topic><topic>Native Language</topic><topic>Native languages</topic><topic>No Child Left Behind Act 2001-US</topic><topic>Politics of Education</topic><topic>Professional development</topic><topic>Public schools</topic><topic>Race</topic><topic>School boards</topic><topic>School districts</topic><topic>Second Language Learning</topic><topic>Standardized Tests</topic><topic>Stigma</topic><topic>Teachers</topic><topic>Trends</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Scott, Lakia M.</creatorcontrib><creatorcontrib>Venegas, Elena M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>Global News & ABI/Inform Professional</collection><collection>Trade PRO</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ABI/INFORM Collection</collection><collection>ABI/INFORM Global (PDF only)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Periodicals</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ABI/INFORM Global (Corporate)</collection><collection>ProQuest Central Student</collection><collection>ProQuest Business Collection</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ABI/INFORM Professional Standard</collection><collection>ABI/INFORM Global</collection><collection>Education Database</collection><collection>ProQuest One Business</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ABI/INFORM Collection China</collection><collection>ProQuest Central Basic</collection><jtitle>Journal for multicultural education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Scott, Lakia M.</au><au>Venegas, Elena M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1165569</ericid><atitle>Linguistic hegemony today: recommendations for eradicating language discrimination</atitle><jtitle>Journal for multicultural education</jtitle><date>2017-01-01</date><risdate>2017</risdate><volume>11</volume><issue>1</issue><spage>19</spage><epage>30</epage><pages>19-30</pages><issn>2053-535X</issn><eissn>2053-5368</eissn><abstract>Purpose
The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts.
Design/methodology/approach
This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony.
Findings
The authors identify three primary areas in which linguistic hegemony persists at present, including English-only policies, varied perspectives on language difference and harsh graduation mandates.
Originality/value
The authors extend upon Antonio Gramsci’s notion of hegemonic culture as well as Robert Phillipson’s concept of linguistic imperialism in identifying current instances of linguistic hegemony in educational policies and practices throughout the USA.</abstract><cop>Bingley</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/JME-09-2015-0028</doi><tpages>12</tpages></addata></record> |
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| ispartof | Journal for multicultural education, 2017-01, Vol.11 (1), p.19-30 |
| issn | 2053-535X 2053-5368 |
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| source | Emerald Journals; Standard: Emerald eJournal Premier Collection |
| subjects | Academic failure African American English African Americans Bilingualism Civil Rights Classrooms Conflict Culture Curricula Dialects Education Education policy Educational Environment Educational Opportunities Educational Policy Educational Practices Elementary Secondary Education English English (Second Language) English language English Only Movement Equal Education Ethnicity Federal court decisions Federal Legislation Hegemony Imperialism Language Attitudes Language instruction Language Minorities Language of Instruction Language Usage Learning Learning environment Legislation Linguistics Literacy Minority & ethnic groups Minority students Multicultural education Multiculturalism & pluralism Native Language Native languages No Child Left Behind Act 2001-US Politics of Education Professional development Public schools Race School boards School districts Second Language Learning Standardized Tests Stigma Teachers Trends |
| title | Linguistic hegemony today: recommendations for eradicating language discrimination |
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