Language as a Tool for Inclusive and Equitable School Education: A Critical Review of NEP 2020

Q3 Social Sciences
S. Nag
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引用次数: 0

Abstract

The National Education Policy (NEP) 2020 begins at the very outset by acknowledging education as the fundamental tool for achieving human potential and for achieving economic and social mobility, justice, equality and inclusion. It further recognises the need for education itself to be ‘inclusive and equitable’ for it to be able to become such a tool. The article drawing from socio-cultural learning perspectives examines the language perspective of NEP 2020. The present article aims to examine the commitment of NEP 2020 towards linguistic inclusion and multilingualism in school education by focusing on how the policy appears to understand the significance of languages and the pathway it suggests for the same.
语言是促进全纳和公平学校教育的工具:对《2020 年国家教育计划》的批判性评论
2020 年国家教育政策》(NEP)从一开始就承认教育是发挥人的潜能、实现经济和社会流动性、公正、平等和包容的基本工具。它还进一步承认,教育本身必须具有 "包容性和公平性",才能成为这样一种工具。这篇文章从社会文化学习的角度探讨了《2020 年国家教育政策》的语言视角。本文旨在审查《2020 年国家教育政策》对学校教育中的语言全纳和多语制的承诺, 重点关注该政策似乎是如何理解语言的意义以及它为语言全纳和多语制提出的途径。
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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