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A Potentially Heteroglossic Policy Becomes Monoglossic in Context: An Ethnographic Analysis of Paraguayan Bilingual Education Policy
Author(s) -
Mortimer Katherine S.
Publication year - 2016
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/aeq.12165
Subject(s) - ethnography , ideology , hegemony , bilingual education , sociology , context (archaeology) , equity (law) , language policy , critical ethnography , education policy , discourse analysis , pedagogy , political science , higher education , linguistics , anthropology , philosophy , politics , law , paleontology , biology
Ethnographic and discursive approaches to educational language policy (ELP) that explore how policy is appropriated in context are important for understanding policy success/failure in meeting goals of educational equity for language‐minoritized students. This study describes how Paraguayan national policy for universal bilingual education successfully disrupted the traditional exclusion of Guarani from education, but it has failed so far to disrupt hegemonic monoglossic ideologies that continue to exclude Guarani‐dominant students from high‐quality education.