Khawla Badwan – författare

This book presents a child-centred approach to migrant children’s experiences in education. Using a decolonising framework, the book interrogates the diversity of migrant experiences in the global South and North.

The book brings together researchers and practitioners from education, childhood studies, sociology, and linguistics to debate and theorise key methodological and empirical issues in migrant children’s experiences through education. It focuses on how diverse forms of global mobilities are key to transforming educational experiences of children and considers the interplay of class, race, gender, geography, and learning settings. By doing so, the book uncovers particular challenges for addressing sustainable development goals relating to education and inclusive development. Diversifying the study of migration and development, the book challenges the Eurocentrism of the discipline and contributes to ongoing efforts to liberate the field from labels and discourses that further marginalise migrant children.

Using an intersectional and decolonising approach to address an important gap in the diversity of migrant experiences, the book will be of great interest to researchers, scholars, and students in the field of migration studies, sociology of education, intercultural education, and international development.

This book presents a child-centred approach to migrant children’s experiences in education. Using a decolonising framework, the book interrogates the diversity of migrant experiences in the global South and North.

The book brings together researchers and practitioners from education, childhood studies, sociology, and linguistics to debate and theorise key methodological and empirical issues in migrant children’s experiences through education. It focuses on how diverse forms of global mobilities are key to transforming educational experiences of children and considers the interplay of class, race, gender, geography, and learning settings. By doing so, the book uncovers particular challenges for addressing sustainable development goals relating to education and inclusive development. Diversifying the study of migration and development, the book challenges the Eurocentrism of the discipline and contributes to ongoing efforts to liberate the field from labels and discourses that further marginalise migrant children.

Using an intersectional and decolonising approach to address an important gap in the diversity of migrant experiences, the book will be of great interest to researchers, scholars, and students in the field of migration studies, sociology of education, intercultural education, and international development.

This book critically and reflectively engages with the ‘Language Problem’ in the contemporary multilingual university. It paints a complex picture of the lived multilingual realities of teachers and students in universities across geographies such as Pakistan, Timor-Leste, South Korea, Bangladesh, Somaliland, Afghanistan, Fiji, Colombia, and the UK (including Northern Ireland) and focuses on three overall analytic themes: language and colonial epistemologies, language policies and practices, and language and research. Globalisation, global knowledge economy, and neoliberal governance has significantly impacted higher education by elevating colonial languages, particularly English, to a global academic lingua franca. Universities now collaborate and compete globally, with English emerging as the dominant language for education and research. The imposition, or uncritical adoption, of English poses profound political, cultural, and epistemic challenges for those who have to use the language in everyday university administration, research, and teaching and also intertwines with issues of race, gender, coloniality, and social class. This volume addresses this as higher education’s multifaceted Language Problem which requires interdisciplinary collaboration and critical debate, and ultimately aims towards understanding multilingualism in higher education across both the Global North and South.

The contributions to this book continue to remind us of the coloniality of language and of the linguistic stratification that governs epistemological structures and power relations in the academy. It will be of interest to scholars, researchers, and practitioners of higher education, applied linguistics, education policy and politics, and sociology of education. This book was originally published as a special issue of the journal Teaching in Higher Education.

This book critically and reflectively engages with the ‘Language Problem’ in the contemporary multilingual university. It paints a complex picture of the lived multilingual realities of teachers and students in universities across geographies such as Pakistan, Timor-Leste, South Korea, Bangladesh, Somaliland, Afghanistan, Fiji, Colombia, and the UK (including Northern Ireland) and focuses on three overall analytic themes: language and colonial epistemologies, language policies and practices, and language and research. Globalisation, global knowledge economy, and neoliberal governance has significantly impacted higher education by elevating colonial languages, particularly English, to a global academic lingua franca. Universities now collaborate and compete globally, with English emerging as the dominant language for education and research. The imposition, or uncritical adoption, of English poses profound political, cultural, and epistemic challenges for those who have to use the language in everyday university administration, research, and teaching and also intertwines with issues of race, gender, coloniality, and social class. This volume addresses this as higher education’s multifaceted Language Problem which requires interdisciplinary collaboration and critical debate, and ultimately aims towards understanding multilingualism in higher education across both the Global North and South.

The contributions to this book continue to remind us of the coloniality of language and of the linguistic stratification that governs epistemological structures and power relations in the academy. It will be of interest to scholars, researchers, and practitioners of higher education, applied linguistics, education policy and politics, and sociology of education. This book was originally published as a special issue of the journal Teaching in Higher Education.

Challenging dominant views of early childhood language development and knowledge, this thought-provoking volume illuminates the importance of place, the body, and movement in opening space for young children’s improvisatory, creative, playful language practices.

Bringing together a rich collection of contemporary research and diverse perspectives, the book centers on the premise that ‘where’ talk happens—be it spoken, mimed, signed, or assisted through one or more communication tools—is not a neutral backdrop or controllable variable. Rather, it is deeply entangled in the emergence of language from bodies, in how these vocalizations make their way into the world, what they might feel like and set into motion, and how they are received, heard and listened to by other humans and by non-humans. Chapter authors introduce theories about language, body, and place, while also providing examples of what this work may look like in practice.

This book is key reading for those who work with young children and families, including teachers, pre-service teachers studying child development, speech and language therapists, support workers, and those in the arts, cultural and environmental sectors. It is also highly relevant to researchers, literacy education scholars, and anyone who endeavors to think more expansively and critically about language and literacy in early childhood contexts.

Challenging dominant views of early childhood language development and knowledge, this thought-provoking volume illuminates the importance of place, the body, and movement in opening space for young children’s improvisatory, creative, playful language practices.

Bringing together a rich collection of contemporary research and diverse perspectives, the book centers on the premise that ‘where’ talk happens—be it spoken, mimed, signed, or assisted through one or more communication tools—is not a neutral backdrop or controllable variable. Rather, it is deeply entangled in the emergence of language from bodies, in how these vocalizations make their way into the world, what they might feel like and set into motion, and how they are received, heard and listened to by other humans and by non-humans. Chapter authors introduce theories about language, body, and place, while also providing examples of what this work may look like in practice.

This book is key reading for those who work with young children and families, including teachers, pre-service teachers studying child development, speech and language therapists, support workers, and those in the arts, cultural and environmental sectors. It is also highly relevant to researchers, literacy education scholars, and anyone who endeavors to think more expansively and critically about language and literacy in early childhood contexts.