La raza y la lengua como capital en las escuelas: una propuesta sociológica para las reformas en educación lingüística
Palabras clave:
Educación en idiomas, Pierre Bordieu, sociología, racismo, política educativa en lenguasResumen
Este texto hace un acercamiento sociológico al análisis de la raza y la lengua en la formación de programas de educación en idiomas. Este enfoque usa los modelos de Bourdieu de habitus y campo social, los cuales enmarcan la raza y la lengua como elementos variables en el cambio educativo y pedagógico, que están, a la vez, sujetos al agenciamiento de profesores y estudiantes. El enfoque sugiere que una política de educación en lenguas para la justicia social puede concentrarse no sólo en el cambio y el desarrollo del sujeto humano, sino también en el cambio sistemático de los campos sociales del currículo.
Cómo citar este artículo:
Luke, Allan, “La raza y la lengua como capital en las escuelas: una propuesta sociológica para las reformas en educación lingüística”, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. XX, núm. 51, (mayo-agosto), 2008, pp. 25-49.
Recibido: marzo 2008
Aceptado: mayo 2008
Descargas
Citas
Ang, I., 2000, On not speaking Chinese, Londres, Routledge.
Apple, M. W., 1990, Ideology and Curriculum, 2.a ed., Nueva York, Routledge.
Au, K. H., y J. M. Mason, 1983, “Cultural congruence in classroom participation structures: Achieving a balance of rights”, Discourse Processes, vol. 6, pp. 145-167.
Bakhtin, M., 1982, The Dialogic Imagination, traducido por V. Liapunov y K. Brostrom, Austin, University of Texas Press.
Bourdieu, P., 1977, Outline of a Theory of Practice, traducido por R. Nice, UK, Cambridge University Press.
_, 1990, The Logic of Practice, traducido por R. Nice, UK, Polity Press.
_, 1998a, State Nobility, traducido por R. Nice, Oxford, Polity Press.
_, 1998b, Practical Reason, traducido por R. Johnson, Palo Alto, CA, Stanford University Press.
_, 2007, Distinction, traducido por R. Nice, Cambridge, MA, Harvard University Press.
Bourdieu, P. y J. C. Passeron, 1990, Reproduction in education, Society and Culture, 2.a ed., Beverley Hills, CA, Sage.
Comber, B. y B. Kamler, 2004, “Getting out of deficit: Pedagogies of reconnection”, Teaching Education, vol. 15, núm. 3, pp. 293-310.
Darder, A. y R. Torres, 2004, After Race, Nueva York, New York University Press.
Darling-Hammond, L. y J. Bransford, eds., 2004, Preparing Teachers for a Changing World, San Francisco, Josey Bass.
Escobar, M., A. Fernández, G. Guevara-Niebla y P. Freire, 1994, Paulo Freire on Higher Education, Albany,State University of New York Press.
Fine, M., L. Weiss, L. P. Pruitt y L. M. Wong, eds.,2004, Off White: Readings on Power, Privilege and Resistance, Nueva York, Routledge.
Fraser, N., 1997, Justice Interruptus, Nueva York, Routledge.
Freire, P., 1987, Literacy: Reading the Word and the World, Londres, Routledge.
_, 2005, Education for Critical Consciousness, Londres, Continuum.
Gee, J. P., 2000, “Identity as an analytic for research in education”, Review of Research in Eduation,
vol. 20, pp. 99-125.
Hall, S., 1993, “Culture, community, nation”, Cultural Studies, vol. 7, pp. 349-363.
Holland, D. y M. Cole, 1995, “Between discourse and schema: Reformulating a cultural-historical approach to culture and mind”, Anthropology and Education Quarterly, vol. 26, núm. 4, pp. 1-16.
Hornberger, N. H., 2002, “Multilingual language policies and the continua of biliteracy: An ecological approach”, Language Policy, vol. 1, pp. 27-51.
Hymes, D., 1996, Ethnography, Linguistics, Narrative Inequality, Londres, Taylor y Francis.
Kristeva, J., 1983, The Kristeva Reader, Nueva York, Columbia University Press.
Kumishiro, K., ed., 2001, Troubling Intersetions of Race and Sexuality, Nueva York, Rowman and Littlefield.
Ladson-Billings, G., 2005, Culturally Relevant Teaching, Malwah, Lawrence Erlbaum.
Ladwig, J., 1996, Academic Distinctions, Nueva York, Routledge.
Louie, K., 2002, Theorising Chinese masculinity, Cambridge, Cambridge University Press.
Luke, A., 1992, “The body literate: Discourse and inscription in early literacy instruction”, Linguistics and Education, vol. 4, pp. 107-129.
_, 1996, “Genres of power: Literacy education and the production of capital”, en: R. Hasan y G. Williams, eds., Literacy in society, Londres, Longman, pp. 308-338.
_, 1997, “The material effects of the word: Apologies, stolen children and public discourse”, Discourse, vol. 8, pp. 343-368.
_, 2000, “Critical literacy in Australia: A matter of standpoint and context”, Journal of Adolescent and Adult Literacy, vol. 43, núm. 5, pp. 448-461.
_, 2004, “Notes on the future of critical discourse studies”, Critical Discourse Studies, vol. 1, pp. 149-152.
_, 2007, “Pedagogy as gift”, en: J. Albright y A. Luke, eds., Pierre Bourdieu and Literacy Education, Nueva York, Routledge, Erlbaum, pp. 67-91.
Luke, A., J. Kale, M. Singh, T. Hill y F. Daliri, 1995, “Talking difference: Discourses on aboriginality in
grade one classrooms”, en: D. Corson y A. Hargreaves, eds., Power and Discourse in Educational Organisations, Creskill, NJ, Toronto, Hampton Press y Ontario Institute for Studies in Education Press.
Luke, A. R. Land, A. Kolatsis, P. Christie, y G. Noblett, 2002, Standard Australian English and Languages for Queensland Aboriginal and Torres Strait Islander students, Brisbane, Australia, Queensland Indigenous Education Consultative Body, Queens land University of Technology, [en línea], disponible en: http://cli.ed.qut.edu.au/documents/Standard_Australian/ESL_report.pdf
Luke, C. y A. Luke, 1998, “Interracial families: Difference within difference”, Ethnic and Racial Studies, vol. 21, pp. 728-733.
_, 1999, “Theorising interracial families and hybrid identity: An Australian perspective”, Educational Theory, núm. 49, pp. 223-250.
_, 2001, “Adolescence lost/Childhood regained. On early intervention and the emergence of the techno-subject”, Journal of Early Childhood Literacy, vol. 1, núm. 1, pp. 91-120.
Luke, A. y T. Goldstein, 2006, “Building intercultural capital: A response to Rogers, Marshall and Tyson”, [Online supplement to Rogers, T., Marshall, E., & Tyson, C.A. (2006). Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings], Reading Research Quarterly, vol.
, núm. 2, pp. 202-224, International Reading Asociation, [en línea], disponible en: http://www.reading.org/Library/Retrieve.cfm?D=10.1598/RRQ.41.2.3&F=RRQ-41-2-Rogers_Luke.pdf
Luke, A. y V. Carrington, 2002, “Globalisation, literacy, curriculum practice”, en: R. Fisher, M. Lewis y G. Brooks, eds., Language and Literacy in Action, Londres, Routledge, Falmer, pp. 231-50.
McCarthy, C., 1997, The Uses of Culture: Education and the Uses of Ethnic Affiliation, Nueva York, Routledge.
McHoul, A., 2001, How to analyse Talk in Institutional Settings, Nueva York, Continuum.
McNaughton, S., 2002, Meeting of Minds, Auckland, Nueva Zelanda, Learning Media.
Mey, J., 1986, Whose language? Amsterdam, John Benjamins.
Malcolm, I. et al., 1999, Towards more User-Friendly Education for Speakers of Aboriginal English, Perth, Education Department of Western Australia
Matsuda, M., C. R. Lawrence, R. Delgado y K. W. Crenshaw, 1993, Words that Wound: Critical Race Theory, Assaultive Speech and the First Amendment, Boulder, CO, Westview Press.
Milovich, I., A. Luke, C. Luke, R. Land y M. Mills, 2001, Moving forward: Students and Teachers against Racism, Melbourne, Eleanor Curtain Publishers.
Moll, L. C., C. Amanti, D. Neff, y N. González, 1992, “Funds of knowledge for teaching”, Theory into Practice, vol. 31, núm. 2, pp. 132-141.
Moreton-Robinson, A., ed., 2004, Whitening Race, Canberra, Australian Aboriginal Press.
Nieto, S., P. Bode, E, Kang y J. Raible, 2007, “Identity, community, and diversity: Retheorizing multicultural curriculum for the postmodern era”, en: Michael Connelly, Ming Fang He y JoAnn Phillion, eds., Sage Handbook of Curriculum and Instruction, Thousand Oaks, Sage Publishers.
Norton, B., 2000, Identity and Language Learning, Londres, Pearson.
Norton, B. y K. Toohey, eds., 2004, Critical Pedagogies and Language Learning, Cambridge, Cambridge University Press.
Omi, M., 1994, Racial Formation in the United States, Nueva York. Routledge.
OECD (Organisation for Economic Co-operation and Development), 2005, School Factors related to Quality and Equity, París, OECD.
Pennycook, A., 2007, English and the discouses of colonialism, Londres, Routledge.
Phillipson, R., 2008, “The linguistic imperialism of neoliberal empire”, Critical Inquiry in Language Studies, vol. 4, núm. 1, pp. 1-43.
s. n. a., 2008, “Nearer to overcoming”, The Economist, 8 de mayo, Economist, [en línea], disponible en: http://www.economist.com/world/na/displaystory.cfm?story_id=11326407
Spivak, G., 2006, In other Words, Londres, Routledge
Van Dijk, T. A., 1993, Elite Discourse and Racism, Londres, Sage.
Voloshinov, V. I., 2006, Marxism and the Philosophy of Language, traducido por L. Matejka e I. Titunik, Cambridge, MA, Harvard University Press.
Wong, S., 2005, Dialogic approaches to TESOL: Where the ginko tree grows. Malwah, NJ, Erlbaum.
Young, M. F. D., 2008, “From constructivism to realism in the sociology of the curriculum”, Review of Research in Education, vol. 32, pp. 1-28.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional
