"看起来像寄宿学校的学生":教育语言政策中不平等人格的构建

IF 1.1 0 LANGUAGE & LINGUISTICS
P. Phyak
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引用次数: 0

摘要

本文旨在分析在实施英语作为教学媒介(EMI)政策的制度逻辑中对不平等人格的建构。我以 "人格形象 "和 "形象世界 "理论为基础,讨论机构(公立学校)如何使用多种符号资源来描述学生的不同人格特征,从而再现新自由主义的主体性,塑造其英语作为教学媒介的政策。本文的数据来自人种学观察和对两所尼泊尔公立学校教师的访谈,这两所学校最近引入了隔离式英中政策。数据分析显示,英中学校使用 "śikṣita"、"sabhya "和 "yogya "人格特质来证明英中政策与培养受教育者的相关性。这种人格类型的构建是由社会文化和政治经济意识形态所决定的,它构建了不平等的人格,强化了新自由主义的主体性和认识论上的不公正。我的建议是,我们需要注意研究教育中的语言政策如何通过分配、强加和成像歧视性人格特征来构建不平等的人格,而这些人格特征仍然是社会不公正的基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“Looking like a boarding school student”: the construction of unequal personhood in language policy in education
The purpose of this article is to analyze the construction of unequal personhood in the institutional logics for the implementation of English as a medium of instruction (EMI) policy. I build on the theories of figures of personhood and figured worlds to discuss how institutions (public schools) use multiple semiotic resources to characterize students’ diverse personality traits that reproduce neoliberal subjectivities shaping their EMI policies. The data for this article are drawn from ethnographic observations and interviews with the teachers from two Nepali public schools that have recently introduced a segregated EMI policy. The analysis of data shows that EMI schools use ‘śikṣita’, ‘sabhya’ and ‘yogya’ personality traits to justify the relevance of EMI policy to produce the educated person. The construction of such person types is shaped by sociocultural and political-economic ideologies and build unequal personhood, reinforcing neoliberal subjecthood and epistemic injustice. My recommendation is that we need to pay attention to examining how language policies in education construct unequal personhood by assigning, imposing, and imaging discriminatory personality traits which remain as the foundation of social injustice.
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来源期刊
International Journal of the Sociology of Language
International Journal of the Sociology of Language Arts and Humanities-Language and Linguistics
CiteScore
2.30
自引率
0.00%
发文量
66
期刊介绍: The International Journal of the Sociology of Language (IJSL) is dedicated to the development of the sociology of language as a truly international and interdisciplinary field in which various approaches – theoretical and empirical – supplement and complement each other, contributing thereby to the growth of language-related knowledge, applications, values and sensitivities. Five of the journal''s annual issues are topically focused, all of the articles in such issues being commissioned in advance, after acceptance of proposals. One annual issue is reserved for single articles on the sociology of language. Selected issues throughout the year also feature a contribution on small languages and small language communities.
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