- The Oxford Handbook of Language Policy and Planning
- Research and Practice in Language Policy and Planning
- Socioeconomic Junctures, Theoretical Shifts: A Genealogy of Language Policy and Planning Research
- Research Methods in Language Policy and Planning
- The Critical Ethnographic Turn in Research on Language Policy and Planning
- Critical Discourse–Ethnographic Approaches to Language Policy
- Metapragmatics in the Ethnography of Language Policy
- Language Ethics and the Interdisciplinary Challenge
- Nationalism and National Languages
- Language and the State in Western Political Theory: Implications for Language Policy and Planning
- Ideologies of Language Standardization: The Case of Cantonese in Hong Kong
- Globalization, Language Policy, and the Role of English
- Language Rights and Language Repression
- Medium of Instruction Policy
- Language Tests, Language Policy, and Citizenship
- Language Policy and Mass Media
- Maintaining “Good Guys” and “Bad Guys”: Implicit Language Policies in Media Coverage of International Crises
- Language Policy and Planning and Linguistic Landscapes
- Revitalizing and Sustaining Endangered Languages
- “We Work as Bilinguals”: Socioeconomic Changes and Language Policy for Indigenous Languages in El Impenetrable
- Critical Community Language Policies in Education: Solomon Islands Case
- Family Language Policy
- Language Policies and Sign Languages
- Language Policy and Planning, Institutions, and Neoliberalisation
- Post-Nationalism and Language Commodification
- Bilingual Education Policy and Neoliberal Content and Language Integrated Learning Practices
- Turning Language and Communication into Productive Resources: Language Policy and Planning and Multinational Corporations
- Neoliberalism and Linguistic Governmentality
- Inequality and Class in Language Policy and Planning
- Community Languages in Late Modernity
- New Speakers and Language Policy
- Security and Language Policy
- Language Policy and New Media: An Age of Convergence Culture
- Language Ideologies in the Text-Based Art of Xu Bing: Implications for Language Policy and Planning
- Language Education Policy and Sociolinguistics: Toward a New Critical Engagement
- Language Policy and Planning: Directions for Future Research
Abstract and Keywords
This chapter first offers an overview of critical community language policy and planning in education (CCLPE). It provides an example of CCLPE, focusing on Malaita in the wake of the Tenson (ethnic conflict) between Guadalcanal and Malaita in Solomon Islands (SI) (1998–2007). The authors contextualize their analysis by tracing the turning points for LPP in SI history, and discuss implications of the SI case for CCLPE and the future of SI education. The analysis focuses on local processes of uncertainty and instability in times of rapid social change that undermine community faith in the nation-state. The chapter shows that indigenous communities have learned that they can exert their agency to shape LPP from the bottom up, and that the shaping must be grounded in indigenous language(s) and culture(s). This argument is consistent with the call for epistemological and ontological diversity in development theory, education, and related studies.
Karen Ann Watson-Gegeo (PhD Anthropology) is Professor of Language, Literacy, and Culture at the University of California, Davis, where she serves on multiple graduate faculties. She specializes in critical ethnography, critical discourse analysis, and social justice–oriented research in rural and urban communities of Hawaiʻi and the Solomon Islands; immigrant/bilingual schooling on the US mainland; and disability. She has received an AERA Research award for her work in support of ethnic minority children, and the Regents’ Medal for Teaching Excellence at the University of Hawaiʻi. In 2004 she received the UC Davis Distinguished Graduate Mentor Award.
David W. Gegeo is Research Coordinator in the Office of the Vice-Chancellor, Solomon Islands National University. Originally from the Solomon Islands, he undertook university studies in the United States, graduating with a PhD in Political Science/Political Philosophy. He has taught at the university level in the United States, New Zealand, and Fiji in the South Pacific. His research has been mostly on his own Kwaraʻae culture in the Solomon Islands, where for three decades he and Karen Ann Watson-Gegeo have studied children’s language acquisition, the impact of colonization on indigenous culture and languages, development, education, and Kwaraʻae indigenous epistemology, among many other subjects.
Billy Fito‘o , thus far one of only two PhD holders in his tribal group of Kuarafi, hails from a small rural village in the Solomon Islands. He was a schoolteacher and an education administrator for many years before taking up university studies overseas, graduating with a BA, an MA, and a PhD in education. His research focuses on citizenship education, which he argues is given only scanty coverage in most school curricula in the Pacific and needs to be given greater emphasis. He is a Lecturer in the School of Education in the Faculty of Arts, Law and Education at the University of the South Pacific in Fiji.
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