Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Publicado
Investigating the Clash of Discourses on Linguistic Human Rights: Focus on the Private Schools in Sindh, Pakistan
Investigando el choque de discursos sobre los derechos humanos lingüísticos: las escuelas privadas de Sindh, Pakistán
DOI:
https://doi.org/10.15446/fyf.v36n2.101898Palabras clave:
Clash, discourses, linguistic human rights, Pakistan, Sindhi (en)Choque, discursos, derechos humanos lingüísticos, Pakistán, sindhi (es)
Descargas
This study investigates the clashing discourses of linguistic human rights in Pakistan’s multilingual Sindh province, where Sindhis are the majority, and English, Urdu, and Sindhi are used as official languages. The Sindhi language activists want Sindhi to be used as the medium of instruction for the first five formative years of education, while many Sindhi parents want their children to be taught in English. Such diverging demands have caused the clash of discourses on linguistic human rights in Sindh. Therefore, by conducting semi-structured interviews of 20 participants, this study investigates why Sindhi language activists and parents hold different views of what constitutes language human rights. Findings demonstrate that the Sindhi language activists’ conceptualization of linguistic human rights emphasizes cultural heritage, ethnic consciousness, and linguistic unity. In contrast, the Sindhi parents’ conceptualization of linguistic human rights focuses on upward social mobility, prestige, and linguistic domination.
Este estudio investiga los discursos enfrentados de los derechos humanos lingüísticos en la provincia plurilingüe pakistaní de Sindh, donde los sindhis son mayoría y se utilizan el inglés, el urdu y el sindhi como lenguas oficiales. Los activistas de la lengua sindhi quieren que el sindhi se utilice como medio de instrucción durante los cinco primeros años formativos de la educación, mientras que muchos padres sindhi quieren que a sus hijos se les enseñe en inglés. Estas demandas divergentes han provocado el choque de discursos sobre los derechos humanos lingüísticos en Sindh. Por lo tanto, mediante la realización de entrevistas semiestructuradas a 20 participantes, este estudio investiga por qué los activistas de la lengua sindhi y los padres tienen puntos de vista diferentes sobre lo que constituyen los derechos humanos lingüísticos. Los resultados demuestran que la conceptualización de los derechos humanos lingüísticos por parte de los activistas de la lengua sindhi hace hincapié en el patrimonio cultural, la conciencia étnica y la unidad lingüística. En cambio, la conceptualización de los derechos humanos lingüísticos de los padres sindhi se centra en la movilidad social ascendente, el prestigio y la dominación lingüística.
Referencias
Ahmar, M. (1996). Ethnicity and State Power in Pakistan: The Karachi Crisis. Asian Survey, 36(10), 1031-1048. https://doi.org/10.2307/2645632
Ali, A. (2020). Prospects and challenges of dynamic bilingual education in the light of Pakistan’s language policy. IARS' International Research Journal, 10(2). https://doi.org/10.51611/iars.irj.v10i2.2020.126
Ali, A., & David, M. K. (2021a). A Historical Institutionalism Approach to the Politics of Languages of Pakistan. Journal Of Humanities and Social Sciences Research, 3(1), 75-90. https://doi.org/10.37534/bp.jhssr.2021.v3.n1.id1086.p75
Ali, A., & David, M. K. (2021b). Pakistan needs a multilingual education model to protect minority language groups. Melbourne Asia Review, 7. https://doi.org/10.37839/mar2652-550x7.18
Ali, A., David, M. K., & Manan, S. (2021). Translanguaging - a tool for igniting ethnic sensitivities in multiethnic sensitivities in multiethnic Sindh, Pakistan. Indonesian EFL Journal, 7(2). https://doi.org/https://doi.org/10.25134/ieflj.v7i2.4564
Asif, S., Afzal, I., & Bashir, R. (2020). An Analysis of Medium of Instruction Policies in the Education System of Pakistan with Specific Reference to English Medium Education. Sir Syed Journal of Education and Social Research, 3(2), 370-382. https://doi.org/10.36902/sjesr-vol3-iss2-2020(370-382)
Baldauf, R. B., & Kaplan, R. B. (2005). Language-in-Education Policy and Planning. In Hinkel, E. (Ed. ), Handbook of research in second language teaching and learning. Routledge.
Channa, L. (2014). English Medium for the government primary schools of Sindh, Pakistan: an exploration of government primary school teachers’ attitudes [Doctoral dissertation, The University of Georgia].
Channa, L. A., Manan, S. A., & David, M. K. (2020). Global aspirations versus local resources: planning a sustainable English teaching policy in Pakistan. Asian Englishes, 23(3), 294-312. https://doi.org/10.1080/13488678.2020.1780778
Council of Europe. (1995). Framework convention for the protection of national minorities. https://www.coe.int/en/web/minorities
Cunningham, C. (2018). Why teachers shouldn’t be afraid of other languages being spoken in the classroom. Yahoo Finance. https://tinyurl.com/yc7s765n
David, M. K. (2021, November 24). Challenges Facing Mother Tongue Based Multilingual Education in Malaysia [Keynote]. International Conference on Mother Tongue Based Multilingual Education, Malaysia.
Durrani, M. (2012). Banishing Colonial Specters: Language Ideology and Education Policy in Pakistan. Working Papers in Educational Linguistics, 27(1), 29-49. https://repository.upenn.edu/wpel/vol27/iss1/3/
Flick, U. (2022). The Sage Handbook of Qualitative Research Design. Sage. https://doi.org/10.4135/9781529770278
Gopang, A. S., Panhwar, A. H., & Nizamani, H. A. (2020). Issue of language as the medium of instruction in Pakistan: An analytical study. The Shield, 11.
Grin, F. (2000). Evaluating policy measures for minority languages in Europe: Towards effective, cost-effective, and democratic implementation. ECMI.
Hurwitz, D. R., & Kambel, E. R. (2020). Redressing language-based exclusion and punishment in education and the Language Friendly School initiative. Global Campus Human Rights Journal, 4(1), 5-24. http://doi.org/20.500.11825/1707
Li, M., & Exley, B. (2019). Benefits of Translanguaging and Transculturation Exchanges Between International Higher Degree Research Students and English Medium Research Supervisors. In Liyanage, I., & Walker, T. (Eds.), Multilingual education year book 2019: Media of instruction & multilingual settings (pp. 121-135). Springer. https://doi.org/10.1007/978-3-030-14386-2_7
Liddicoat, A. (2020). 17 Language policy and planning for language maintenance: The macro and meso levels. In Schalley, A., & Eisenchlas, S. (Eds.), Handbook of Home Language Maintenance and Development: Social and Affective Factors (pp. 337-356). De Gruyter Mouton. https://doi.org/10.1515/9781501510175-017
Lo Bianco, J. (2010). Language policy and planning. In Hornberger, N. H., & McKay, S. L. (Eds). Sociolinguistics and language education (pp. 143-176). Multilingual Matters. https://doi.org/10.21832/9781847692849-008
Manan, S., David, M. K., & Dumanig, F. (2014). Language management: A snapshot of governmentality within the private schools in Quetta, Pakistan. Language Policy, 15(1), 3-26. https://doi.org/10.1007/s10993-014-9343-x
McCarty, T. L., Romero-Little, M. E., Warhole, L., & Zepeda, O. (2009). Indigenous youth as language policy makers. Journal of Language, Identity, and Education, 8(5), 291-306. https://doi.org/10.1080/15348450903305098
Ministry of Education of Pakistan. (2009). National Education Policy. https://itacec.org/document/2015/7/National_Education_Policy_2009.pdf
Ministry of Federal Education and Professional Training of Pakistan. (2020). Single National Curriculum. https://www.mofept.gov.pk/ProjectDetail/MzkyNDc2MjMtY2VjYy00ZDA4LTk5OTUtNzUyNDI3ZWMzN2Rm
Minority Rights Group International. (2020, November 21). Linguistic rights. https://minorityrights.org/law/linguistic-rights/
Mohi-ud-Din Qadri, H. (2021). Pakistan should properly adopt Urdu as its national language to help overcome inequality. Melbourne Asia Review, 7. https://doi.org/10.37839/mar2652-550x7.19
Mukhtar, A. A., Sahito, Z., & Siddiqui, A. (2021). Teachers’ perception about English as a medium of instructions: Evidence from the government higher secondary schools of Sindh, Pakistan. Theory and Practice in Language Studies, 11(4), 362-371. https://doi.org/10.17507/tpls.1104.05
Pathan, H., Shah, S., Lohar, S., Khoso, A., & Memon, S. (2018). Language policy and its consequences on Sindhi language teaching in Sindh, Pakistan. International Journal of English Linguistics, 8(5), 135. https://doi.org/10.5539/ijel.v8n5p135
Paz, M. (2014). The Tower of Babel: Human rights and the paradox of language. European Journal of International Law, 25(2), 473-496. https://doi.org/10.1093/ejil/chu037
Population Welfare Department. (n.d.) Sindh at a Glance. Population Welfare Department. https://pwd.sindh.gov.pk/
Rahman, T. (1995). Language and Politics in a Pakistan Province: The Sindhi Language Movement. Asian Survey, 35(11), 1005-1016. https://doi.org/10.2307/2645724
Rahman, T. (1997). The Medium of Instruction Controversy in Pakistan. Journal Of Multilingual and Multicultural Development, 18(2), 145-154. https://doi.org/10.1080/01434639708666310
Rannut, M. (2009). Threats to national languages in Europe. In Stickel, G. (Ed.), National and European language policies (pp. 35-51). Peter Lang Verlag.
Rehman, Z. (2021). Afghans Flee to Pakistan. An Uncertain Future Awaits. The New York Times. https://www.nytimes.com/2021/09/08/world/asia/pakistan-afghanistan-refugees.html
Rutu Foundation. (2020, August 6). Publications. https://www.rutufoundation.org/publication/
Samar, A. (2019). PA resolution calls for teaching Sindhi as compulsory subject in private schools. The News. https://www.thenews.com.pk/print/443160-pa-resolution-calls-for-teaching-sindhi-as-compulsory-subject-in-private-schools
Seals, C. A. (2021). Benefits of Translanguaging Pedagogy and Practice. Scottish Languages Review, 36, 1-8.
Sindh Assembly. (1972). Sindh (Teaching Promotion and Use of Sindhi Language (Application) Act, 1972. https://pakistanlaw.pk/statutes/8148/sindh-teaching-promotion-and-use-of-sindhi-language-application-act-1972
Skutnabb-Kangas, T. (2012). Linguistic Human Rights. In Solan, L. M., & Tiersma, P. M. (Eds.), The Oxford Handbook of Language and Law. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199572120.013.0017
Skutnabb-Kangas, T., & McCarty, T. (2008). Clarification, ideological/epistemological underpinnings, and implications of some concepts in bilingual education. In Cummins, J., & Hornberger, N. H. (Eds.), Encyclopedia of Language and Education (vol. 5, pp. 1-17). Springer.
Skutnabb-Kangas, T., & Phillipson, R. (1998). Language in Human Rights. International Communication Gazette. https://doi.org/10.1177%2F0016549298060001003
United Nations. (1948). Universal Declaration of Human Rights. https://www.un.org/en/about-us/universal-declaration-of-human-rights
United Nations. (1976). International covenant on civil and political rights. https://www.ohchr.org/en/professionalinterest/pages/ccpr.aspx
United Nations. (1989). Convention on the Rights of the Child. https://www.ohchr.org/en/professionalinterest/pages/crc.aspx
United Nations. (1992). Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities. https://www.ohchr.org/en/professionalinterest/pages/minorities.aspx
United Nations. (2007). The UN Declaration on the Rights of the Indigenous People. https://humanrights.gov.au/our-work/un-declaration-rights-indigenous-peoples-1
Unrepresented Nations and Peoples Organization. (2022). UNPO: Sindh. https://unpo.org/members/7906
van der Stoel, M. (1999). Report on the linguistic rights of persons belonging to national minorities in the OSCE area. OSCE High Commissioner on National Minorities.
Cómo citar
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Descargar cita
CrossRef Cited-by
1. Declara Puspameta Susilo Declara. (2024). Implementasi Pendidikan Hak Asasi Manusia Melalui Pembelajaran Pendidikan Kewarganegaraan di Sekolah Dasar. Jurnal Pendidikan Guru Sekolah Dasar, 1(3), p.9. https://doi.org/10.47134/pgsd.v1i3.471.
2. Ameer Ali, Maya Khemlani David, Shahnawaz Tunio. (2024). Interrogating Race and Racism in Postsecondary Language Classrooms. Advances in Educational Marketing, Administration, and Leadership. , p.290. https://doi.org/10.4018/978-1-6684-9029-7.ch013.
Dimensions
PlumX
Visitas a la página del resumen del artículo
Descargas
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Forma y Función está suscrita al convenio Open Journal System, lo que significa que tiene el carácter de acceso abierto. Se provee acceso libre e inmediato a su contenido, bajo el principio de que hacer disponible gratuitamente los resultados de investigación contribuye a la divulgación global del conocimiento, así como al intercambio académico que propicia vínculos entre las comunidades científicas. Los usuarios pueden buscar, leer, copiar, descargar y compartir la totalidad de los textos publicados. Se autoriza su uso, siempre y cuando se conceda el crédito a los autores de los textos y a Forma y Función como fuente original de la publicación. No se permite el uso comercial de copia o distribución de contenidos, así como tampoco la adaptación, derivación o transformación alguna de estos sin la autorización previa de los autores y del editor de Forma y Función.
Los contenidos de la revista son publicados en acceso abierto bajo la Licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional. Para mayor información sobre los términos de la licencia, se puede consultar: http://creativecommons.org/licenses/by-nc-sa/4.0/legalcode.
En consonancia con la política de acceso abierto, Forma y Función no aplica cargos por el procesamiento de los textos enviados, ni por su publicación.
