- The Oxford Handbook of Language and Society
- List of Contributors
- Introduction—Language and Society: A Critical Poststructuralist Perspective
- Language and Society: Historical Overview and the Emergence of a Field of Study
- Language, Imperialism, and the Modern Nation-State System: Implications for Language Rights
- Language and Political Economy
- Language and Power
- Language Ideologies
- Language Policy and Local Practices
- Language, Migration, Diaspora: Challenging the Big Battalions of Groupism
- Bilingualism, Multilingualism, Globalization, and Superdiversity: Toward Sociolinguistic Repertoires
- Diglossia and Beyond
- Language Shift and Sustainability: Critical Discourses and Beyond
- Discourses of Endangerment from Mother Tongues to Machine Readability
- Sign Languages
- Multiliteracies and Transcultural Education
- Urban Languages in African Contexts: Toward a Multimodal Approach to Urban Languages
- Indigenous Peoples and Their Languages
- Entry Visa Denied: The Construction of Symbolic Language Borders in Educational Settings
- Linguistic Profiling and Discrimination
- From Elderspeak to Gerontolinguistics: Sociolinguistic Myths
- Language and Racialization
- Language and Sexuality
- Linguistic Landscapes
- The Internet, Language, and Virtual Interactions
- Mediatization and the Language of Journalism
- Bilingual Education
- Conclusion: Moving the Study of Language and Society into the Future
Abstract and Keywords
The failure of literacy studies to explicitly challenge graphocentrism, the ideology that privileges alphabetic forms of literacy, have made this body of research complicit in the continued reproduction of the logic of coloniality that universalizes a Western epistemology related to literacy. In order to challenge this logic of coloniality, literacy studies must explore (1) conflicting epistemologies relating to conflicting concepts of language, culture, and literacy, and (2) unequal power relationships and their epistemological consequences. One way of doing this is to challenge the assumption that homogeneity precedes heterogeneity and instead to explore the ways that heterogeneity is eliminated as part of the continued reproduction of the logic of coloniality. Doing so opens up spaces for thinking otherwise where new understandings and meanings related to literacy can emerge.
Lynn Mario T. Menezes de Souza is Professor of Language Education at the University of São Paulo, with a BA (Hons) in Linguistics (Reading, UK), an MA in Language Education (São Paulo), and PhD in Semiotics and Communication Studies (São Paulo). He supervises graduate and post-doctoral research in literacy, language education, indigenous and inter-cultural education, educational policy, teacher education, and postcolonial theory, having also published widely in these areas. Co-author of the Brazilian National Curriculum (2006), he is currently co-coordinator of a nation-wide project on education, teacher education, and new media in state universities in Brazil. Among his publications are the books (with V. Andreotti) Learning to Read the World through Other Eyes (2008), Postcolonial Perspectives on Global Citizenship Education (2012) and chapters in Reclaiming the Local in Language Policy and Practice (2005), Disinventing and Reconstituting Languages (2007), the Blackwell Encyclopedia of Applied Linguistics (2012), and the Routledge Handbook of Literacy Studies (2015).
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