This volume explores the concept of acitizenshipa, and argues that it should be understood both as a process of becoming and the ability to participate fully, rather than as a status that can be inherited, acquired, or achieved. From a courtroom in Bulawayo to a nursery in Birmingham, the authors use local contexts to foreground how the vulnerable, particularly those from minority language backgrounds, continue to be excluded, whilst offering a powerful demonstration of the potential for change offered by individual agency, resistance and struggle. In addressing questions such as aunder what local conditions does qdis-citizenshipq happen?a; awhat role do language policies and pedagogic practices play?a and awhat kinds of margins and borders keep humans from fully participatinga? The chapters in this volume shift the debate away from visas and passports to more uncertain and contested spaces of interpretation.Thus, even when a deeper lesson is initiated, his final goal is providing the three- word answer that satisfies the test question. Mr Morris and Ms Laraa#39;s teaching practices exemplify the banking model of education in which the instructor a#39;makes anbsp;...
|Title||:||Language Policies and (Dis)Citizenship|
|Publisher||:||Multilingual Matters - 2013-08-02|