A3 Book section, Chapters in research books
Sosiaalinen oikeudenmukaisuus, kieli ja koulutus (2023)
Social justice, language and education


Iikkanen, P., Ennser-Kananen, J., Intke-Hernandéz, M., & Riuttanen, S. (2023). Sosiaalinen oikeudenmukaisuus, kieli ja koulutus. In A. Pitkänen-Huhta, K. Mård-Miettinen, & T. Nikula (Eds.), Kielikoulutus mukana muutoksessa (pp. 310-333). Suomen soveltavan kielitieteen yhdistys ry. AFinLA-teema, 16. https://doi.org/10.30660/afinla.126771


JYU authors or editors


Publication details

All authors or editorsIikkanen, Päivi; Ennser-Kananen, Johanna; Intke-Hernandéz, Minna; Riuttanen, Sanna

Parent publicationKielikoulutus mukana muutoksessa

Parent publication editorsPitkänen-Huhta, Anne; Mård-Miettinen, Karita; Nikula, Tarja

eISBN978-951-9388-77-9

Journal or seriesAFinLA-teema

eISSN2814-6298

Publication year2023

Publication date28/11/2023

Number in series16

Pages range310-333

Number of pages in the book400

PublisherSuomen soveltavan kielitieteen yhdistys ry

Place of PublicationJyväskylä

Publication countryFinland

Publication languageFinnish

DOIhttps://doi.org/10.30660/afinla.126771

Persistent website addresshttps://journal.fi/afinla/article/view/126771

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/92177


Abstract

Socially just education calls for recognizing societal power structures, working actively towards dismantling oppression and implementing more equitable educational practices. Cultural diversity has gained a foothold in Finnish education policies and core curricula, but there is a great deal of variation in how themes related to social justice are dealt with on the practical level. As an entry point to social justice-oriented education, we first discuss social identities and intersectionality in language learning. Then we discuss the decolonization of teaching and learning and introduce two approaches to more equitable education: translanguaging and raciolinguistics. Finally, we suggest some further directions towards more social justice-oriented language education. These would entail for example adopting an explicit decolonial and anti-oppressive stance and incorporating pedagogies developed and led by minoritized scholars, activists and practitioners. Raciolinguistic and intersectional approaches would lend themselves well towards this end. Teachers need training and support in implementing these pedagogies.


Keywordseducation and traininglanguage educationsocial justicelanguage teachingpower structuresvaluationracialisationmultilingualismmulticulturalismintersectionalitydecolonisationeducation policy

Free keywordstranslanguaging; raciolinguistics


Contributing organizations


Ministry reportingYes

Reporting Year2023

Preliminary JUFO rating1


Last updated on 2024-03-04 at 17:17