Including Non-Dominant Languages in Educational Policy Change

Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field.

This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-dominant languages in multilingual contexts. It uses Kosonen and Benson’s (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side.

Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education.

This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning.

This book is open access under a CC BY NC ND licence.