Shunning polemicism and fashioning a new agenda for a critically informed yet practically orientated approach, this book explores aspects of multilingual education in the People's Republic of China (PRC). Amongst other issues, it also looks at the challenges associated with bilingual and trilingual education in Xinjiang and Tibet as well as the mediation between religion and culture in multi-ethnic schools, covering these issues from a range of perspectives - Korean, Uyghur, Tibetan, Mongolian and Yi. The PRC promotes itself as a harmonious, stable multicultural mosaic, with over 50 distinct ethnic groups striving for common prosperity. Beneath this rhetoric, there is also inter-ethnic discord, with scenes of ethnic violence in Lhasa and Urumqi over the last few years. China has a complex system of multilingual education - with dual-pathway curricula, bilingual and trilingual instruction, specialised ethnic schools. This education system is a lynchpin in the Communist party state's efforts to keep a lid on simmering tensions and transform a rhetoric of harmony into a critical pluralistic harmonious multiculturalism. This book examines this supposed lynchpin.

This book is a multidisciplinary analysis of the meaning and dynamics of multilingualism from the perspectives of multilingual societies and language communities in the margins, who are trapped in a vicious circle of disadvantage. It analyses the social, psychological and sociolinguistic processes of linguistic dominance and hierarchical relationships among languages, discrimination, marginalisation and assertive maintenance in multilingualism characterised by a Double Divide, and shows the relationship between educational neglect of languages, capability deprivation and poverty, and loss of linguistic diversity. Its comparative analysis of language-in-education policies and practices and applications of multilingual education (MLE) in diverse contexts shows some promises and challenges in the education of indigenous/tribal/minority children. This book will be of interest to students, researchers, educators and practitioners in sociolinguistics, educational linguistics, psycholinguistics, multilingualism and bilingual/multilingual education.

Explores the complex topic of multilingual education in the People's Republic of China.

Through a detailed and systematic comparison of Britain and France, Ralph Grillo examines the concept of language dominance, and the causes and consequences of linguistic hierarchy.

Against the background of language and nation formation in Indonesia, this book demonstrates how language planning is inseparable from the broader actions of the state, and how postcolonial nationalism and globalization have had profound implications for language use and state actions to control it. Using language planners’ texts, national and regional policy statements and the discussions of university English majors, it explores the borders of what can be defined as Indonesian, Javanese and English languages, and how this is informed by ideologies of language and nationalism in contemporary Indonesia. The tensions played out in the book between the ideologically perceived languages around which policies are built and the realities of linguistic performance and the resources of the individual are echoed across the globe, making this book crucial reading for anyone interested in the interplay of language planning and language use.

Seniority-based hierarchy (jouge kankei) is omnipresent in Japanese group dynamics. How one comports, depends on one’s status and position vis-à-vis others. To-date, no study shows what constitutes this hierarchy, where and when individuals growing up in Japan first come into contact with it, as well as how they learn to function in it. This book fills in the lacunae. Considering jouge kankei as a social institution and adopting a discourse analytic approach, this volume examines the ways in which institutional jouge kankei as an enduring feature of Japanese social life are created and reproduced. The monograph analyses how seniority-based relations are enacted, legitimised, transmitted, and reified by social actors through language use and paralinguistic discursive practices, such as the use of space, objects, signs, and symbols. It also looks at how established rules could be challenged. The empirical data on which findings are based are gathered through 10 months of ethnographic fieldwork from 2015 to 2018 in Japanese schools, with certain types of data (school club etiquette books and uniforms) being presented and analysed for the first time. This volume also shows continuity and change of jouge kankei from school to work.

Population mobility is at an all-time high in human history. One result of this unprecedented movement of peoples around the world is that in many school systems monolingual and monocultural students are the exception rather than the rule, particularly in urban areas. This shift in demographic realities entails enormous challenges for educators and policy-makers. What do teachers need to know in order to teach effectively in linguistically and culturally diverse contexts? How long does it take second language learners to acquire proficiency in the language of school instruction? What are the differences between attaining conversational fluency in everyday contexts and developing proficiency in the language registers required for academic success? What adjustments do we need to make in curriculum, instruction and assessment to ensure that second-language learners understand what is being taught and are assessed in a fair and equitable manner? How long do we need to wait before including second-language learners in high-stakes national examinations and assessments? What role (if any) should be accorded students’ first language in the curriculum? Do bilingual education programs work well for poor children from minority-language backgrounds or should they be reserved only for middle-class children from the majority or dominant group? In addressing these issues, this volume focuses not only on issues of language learning and teaching but also highlights the ways in which power relations in the wider society affect patterns of teacher–student interaction in the classroom. Effective instruction will inevitably challenge patterns of coercive power relations in both school and society.

In this study, Paul S. Chung charts the history of social scientific study of religion from the axial age to the present day, and thereby lays a foundation for a new model of constructive theology in the comparative study of religion, culture and society. Analysing the thought of Max Weber, Alfred Schutz, Pierre Bourdieu, Michel Foucault, Edmund Husserl, Max Horkheimer and others, Chung deals effectively with material interests, power relations and the history of race, gender and sexuality. The result is a synthesis that is at once innovative, critical, and applicable to current methodology in theology and the social sciences.

In the current age where democratic and egalitarian ideals have preeminence, Eastern Orthodox Christianity, among other hierarchically organized religious traditions, faces the challenging questions: “Why is hierarchy maintained as the model of organizing the church, and what are the theological justifications for its persistence?” These questions are especially significant for historically and contemporarily understanding how Orthodox Christians negotiate their spiritual ideals with the challenges of their social and ecclesiastical realities. To critically address these questions, this book offers four case studies of historically disparate Byzantine theologians from the sixth to the fourteenth-centuries—Dionysius the Areopagite, Maximus the Confessor, Niketas Stethatos, and Nicholas Cabasilas—who significantly reflect on the relationship between spiritual authority, power, and hierarchy in theoretical, liturgical, and practical contexts. Although Dionysius the Areopagite has been the subject of much scholarly interest in recent years, the applied theological legacy of his development of “hierarchy” in the Christian East has not before been explored. Relying on a common Dionysian heritage, these Byzantine authors are brought into a common dialogue to reveal a tradition of constructing authentic ecclesiastical hierarchy as foremost that which communicates divinity.