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Educational equalization --- Homophobia in schools --- Homophobia in schools --- Prevention

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This focused case study analyses the roots of super-diversity in a place where immigration is an emerging phenomenon, Northwestern Spain (Galicia). It is characterized by a mostly rural population, an aging demographic, and a historically depressed economy. Yet the region has recently experienced a significant increase in immigration - a reversal of the region’s historically pronounced trend of emigration.  To understand immigration in its early stages, this book takes a historical approach that focuses on diversities that go beyond nationality. It explores local yet international phenomena such as different patterns of return migration, transnational community and familial relationships, and niche labour markets.  The book takes a broad interdisciplinary perspective, drawing on sociology, anthropology, history, sociolinguistics, literature, and education, to provide a detailed case study analysis. While the case is specific, many other geographic regions will share some of the factors the book explores. Understanding how these factors interact will provide a useful point of contrast for analysing them in a range of other international contexts.      .

Galicia (Spain : Region) --- Emigration and immigration. --- Galicia, Spain --- Jalisia (Spain : Region) --- Galiza (Spain : Region) --- Migration. --- European Economic Community lite. --- Human Geography. --- Social policy. --- International relations. --- European Integration. --- Social Policy. --- International Relations. --- Coexistence --- Foreign affairs --- Foreign policy --- Foreign relations --- Global governance --- Interdependence of nations --- International affairs --- Peaceful coexistence --- World order --- National security --- Sovereignty --- World politics --- National planning --- State planning --- Economic policy --- Family policy --- Social history --- Anthropo-geography --- Anthropogeography --- Geographical distribution of humans --- Social geography --- Anthropology --- Geography --- Human ecology --- European Economic Community literature. --- Human geography. --- Immigration --- International migration --- Migration, International --- Population geography --- Assimilation (Sociology) --- Colonization

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Whose voices are taken into account in language policy and planning and whose have been ignored or more actively silenced? This is the central question addressed in this book. What are the political and social factors that have helped to create these historical exclusions, in terms of endangerment and loss of traditional languages? What are the global influences on the local landscape of languages and linguistic rights? What are the implications for cultural heritage and identity? In analyzing these questions and reporting on research in an array of countries, the chapter authors also suggest ways forward toward designing more inclusive policies and practices in educational contexts, whether in the context of obligatory schooling or in less formal educational contexts. UNESCO estimates that at least 43% of the estimated 6000 languages spoken in the world are endangered. Such statistics remind us that the linguistic diversity that characterizes the human condition is a fragile thing, and that certain languages need to be cultivated if they are to survive into the 21st century and beyond. The chapters in this volume originated as presentations at the XV World Congress of Comparative Education Societies (Buenos Aires, Argentina, 2013). They represe nt several global regions, namely Africa, Asia, Europe, and North America. They provide analyses of language policy and politics at the local, regional, national and transnational levels, grass-roots linguistic revitalization initiatives, and the attitudes of minority and majority speakers toward minoritized languages and cultures and towards intercultural and multilingual education programs.

Education - General --- Education --- Social Sciences --- Linguistic minorities --- Language policy. --- Language and languages --- Endangered languages. --- Language revival. --- Multilingualism. --- Language and education. --- Language and culture. --- Education. --- Study and teaching. --- Culture and language --- Educational linguistics --- Plurilingualism --- Polyglottism --- Language renewal --- Language revitalization --- Renewal, Language --- Restoration of languages --- Revitalization, Language --- Revival of languages --- At-risk languages --- Disappearing languages --- Dying languages --- Fading languages --- Nearly extinct languages --- Threatened languages --- Vanishing languages --- Foreign language study --- Glottopolitics --- Institutional linguistics --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Minority languages --- Restoration --- Revival --- Government policy --- Education, general. --- Minorities --- Sociolinguistics --- Language obsolescence --- Language and education --- Language schools --- Communication policy --- Language planning --- Culture --- Political aspects --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training