Barbara Burnaby – författare

This volume critically analyzes and explains the goals, processes, and effects of language policies in the United States and Canada from historical and contemporary perspectives. The focus of this book is to explore parallel and divergent developments in language policy and language rights in the two countries, especially in the past four decades, as a basis for reflection on what can be learned from one country's experience by the other. Effects of language policies and practices on majority and minority individuals and groups are evaluated. Differences in national and regional language situations in the U.S. and Canada are traced to historical and sociological, demographic, and legal factors which have sometimes been inappropriately generalized or ignored by ideologues. The point is to show that certain general principles of economics and sociology apply to the situations in both countries, but that differing notions of sovereignty, state and nation, ethnicity, pluralism, and multiculturalism have shaped attitudes and policies in significant ways. Understanding the bases for these varying attitudes and policies provides a clearer understanding of the idiosyncratic as well as more universal factors that contribute to tensions between groups and to outcomes, many of which are unintended. The volume makes clear that language matters always involve issues of culture, economics, politics, individual and group identities, and local and national histories. The chapters provide detailed analyses on a wide range of issues at the national, state/provincial, and local levels in both countries. The chapter authors come from a variety of academic disciplines (education, geography, journalism, law, linguistics, political science, and sociology), and the findings, taken together, contribute to an evolving, interdisciplinary theory of language policy.

This volume critically analyzes and explains the goals, processes, and effects of language policies in the United States and Canada from historical and contemporary perspectives. The focus of this book is to explore parallel and divergent developments in language policy and language rights in the two countries, especially in the past four decades, as a basis for reflection on what can be learned from one country's experience by the other. Effects of language policies and practices on majority and minority individuals and groups are evaluated. Differences in national and regional language situations in the U.S. and Canada are traced to historical and sociological, demographic, and legal factors which have sometimes been inappropriately generalized or ignored by ideologues. The point is to show that certain general principles of economics and sociology apply to the situations in both countries, but that differing notions of sovereignty, state and nation, ethnicity, pluralism, and multiculturalism have shaped attitudes and policies in significant ways. Understanding the bases for these varying attitudes and policies provides a clearer understanding of the idiosyncratic as well as more universal factors that contribute to tensions between groups and to outcomes, many of which are unintended. The volume makes clear that language matters always involve issues of culture, economics, politics, individual and group identities, and local and national histories. The chapters provide detailed analyses on a wide range of issues at the national, state/provincial, and local levels in both countries. The chapter authors come from a variety of academic disciplines (education, geography, journalism, law, linguistics, political science, and sociology), and the findings, taken together, contribute to an evolving, interdisciplinary theory of language policy.

Although there has been a great deal of rhetoric about learner empowerment in educational and community development circles, this book is the first to offer detailed examples of successful participatory practices in adult education spanning a wide range of program settings, such as schools, institutions, communities, and the workplace. The editors join with practitioner colleagues in the United States and Canada to document successes; to network about ideas from active projects, past and present, that have had a participatory component; to share experience, new knowledge, lessons learned, and reflections. The focus is on projects initiated with the intention that greater participation would benefit individuals and groups previously excluded from positions of control. The aim is to provide concrete models and suggestions to practitioners who want to develop the participatory nature of their own activities--from initiation, to organization, goal-setting, and ongoing leadership of adult education programs. Some chapters give detailed descriptions of the triumphs and challenges in individual projects, while others center more on theoretical analysis and reflection on years of experience. All, however, are rooted in particular experiences and give concrete examples from action. Participatory Practices in Adult Education is a vital resource for both new and experienced practitioners--including basic educators, workplace educators, administrators, policymakers, trainers, human resource managers, and community development workers--who want to learn from the practical experiences of their counterparts, and is highly appropriate as a text for courses in adult education and community development.

Although there has been a great deal of rhetoric about learner empowerment in educational and community development circles, this book is the first to offer detailed examples of successful participatory practices in adult education spanning a wide range of program settings, such as schools, institutions, communities, and the workplace. The editors join with practitioner colleagues in the United States and Canada to document successes; to network about ideas from active projects, past and present, that have had a participatory component; to share experience, new knowledge, lessons learned, and reflections. The focus is on projects initiated with the intention that greater participation would benefit individuals and groups previously excluded from positions of control. The aim is to provide concrete models and suggestions to practitioners who want to develop the participatory nature of their own activities--from initiation, to organization, goal-setting, and ongoing leadership of adult education programs. Some chapters give detailed descriptions of the triumphs and challenges in individual projects, while others center more on theoretical analysis and reflection on years of experience. All, however, are rooted in particular experiences and give concrete examples from action. Participatory Practices in Adult Education is a vital resource for both new and experienced practitioners--including basic educators, workplace educators, administrators, policymakers, trainers, human resource managers, and community development workers--who want to learn from the practical experiences of their counterparts, and is highly appropriate as a text for courses in adult education and community development.