This book explores the linguistic ecology of the Kumaun region of Uttarakhand, India through the experiences and discourses of minority youth and their educators. Providing in-depth examples of Indian multilingualism, this volume analyses how each language is valued in its own context; how national-level policies are appropriated and contested in local discourses; and how language and culture influence educational opportunities and identity negotiation for Kumauni young women. In doing so, the author examines how students and educators navigate a multilingual society with similarly diverse classroom practices. She simultaneously critiques the language and education system in modern India and highlights alternative perspectives on empowerment through the lens of a unique Gandhian educational context. This volume allows Kumauni women and their educators to take centre stage, and provides a thoughtful and nuanced insight into their minority language environment. This unique bookis sure to appeal to students and scholars of multilingualism, sociolinguistics, language policy and minority languages.
Tabela de Conteúdo
Chapter 1. Introduction: Ecological Metaphors, Minority Voices, and Language Education in the Kumaun.- Chapter 2. Lakshmi Ashram and the Kumaun: Young Women and Gandhian Educators in their Linguistic and Educational Context.- Chapter 3. National-Level Language and Education Policies in India: Kumaunis as Linguistic Minorities.- Chapter 4. Language and Ethnography: Conducting Research in the Kumaun.- Chapter 5. Language Use and Language Labels in Community: Bhasha and Boli.- Chapter 6. Mother Tongue and Medium of Instruction: Official and Unofficial Language Choices in the Kumaun.- Chapter 7. Language Ecology in the Kumaun: The Value of Each and Relationships among Them.- Chapter 8. Young Women, Aims, and Education in the Kumaun.- Chapter 9. Empowerment, Moving Forward, and Alternative Values in Education.- Chapter 10. Conclusions: The Ecology of Language and Biliteracy in the Kumaun and Beyond.
Sobre o autor
Cynthia Groff is Guest Researcher at Leiden University, Netherlands. A graduate of the University of Pennsylvania’s Graduate School of Education, she has conducted post-doctoral research through Université Laval, Québec, Canada, and the Universidad Autónoma Metropolitana-Iztapalapa, Mexico.
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