21 research outputs found

    The role of language in processes of internationalization: Considering linguistic heterogeneity and voices from within and out in two diverse contexts in Ontario

    Get PDF
    This multi-voiced paper considers the role of language and linguistic heterogeneity in relation to larger discourses and processes of internationalization and globalization in Canadian higher education by examining two particular educational contexts in Ontario: newly arrived adult students participating in Immigrant language training programs; and Franco-Ontarian students transitioning to post-secondary schools and gaining access to higher education. The authors argue for a multidimensional conceptual approach to theorizing internationalization; one that takes into account the significance of language from the global, transnational and local levels of the social world whereby linguistic heterogeneity is viewed as the “norm” and one that allows for a broader and deeper engagement when considering what international education might mean for citizenship, integration, and linguistic minorities in Canada

    Left Out in the Academic Field: Doctoral Graduates Deal with a Decade of Disappearing Jobs

    Get PDF
    In 2001–2002, the authors of this article interviewed 31 ethno-culturally diverse doctoral students about their experiences in a sociology of education program at a Canadian university. Approximately 10 years later, in a second qualitative study, we had the chance to conduct semi-structured interviews with 13 of the former students to find out what had happened to them in the intervening years. Two of the 13 had become tenured academics, three were on the tenure track after years in temporary positions, and most of the others worked in the contingent sector of the academic labour market. Bourdieu’s concepts of “habitus” and “field” are particularly useful for our analysis, and we explore the tensions between these concepts for our participants.  En 2001–2002, les auteurs de cet article ont interviewĂ© 31 doctorants d’origines et de cultures diverses au sujet de leurs expĂ©riences d’études en sociologie de l’éducation dans une universitĂ© canadienne. Environ 10 ans plus tard, dans une deuxiĂšme Ă©tude qualitative, ces mĂȘmes auteurs ont eu la possibilitĂ© de diriger des entrevues semi-structurĂ©es avec 13 des Ă©tudiants de la premiĂšre cohorte d’entrevues (aujourd’hui diplĂŽmĂ©s) afin de dĂ©couvrir ce qui s’était passĂ© sur le plan professionnel entre les deux entrevues. Deux d’entre eux Ă©taient devenus des titulaires universitaires permanents, trois autres Ă©taient en voie d’obtenir une permanence aprĂšs des annĂ©es dans des postes temporaires, tandis que la plupart des autres travaillaient dans le secteur indĂ©terminĂ© du marchĂ© du travail universitaire. Les concepts de Bourdieu ont Ă©tĂ© particuliĂšrement utiles pour la prĂ©sente analyse. En effet, pour les participants de l’étude, les auteurs explorent les tensions entre « habitus Â» et « champ Â»

    Left Out in the Academic Field: Doctoral Graduates Deal with a Decade of Disappearing Jobs

    Get PDF
    In 2001–2002, the authors of this article interviewed 31 ethno-culturally diverse doctoral students about their experiences in a sociology of education program at a Canadian university. Approximately 10 years later, in a second qualitative study, we had the chance to conduct semi-structured interviews with 13 of the former students to find out what had happened to them in the intervening years. Two of the 13 had become tenured academics, three were on the tenure track after years in temporary positions, and most of the others worked in the contingent sector of the academic labour market. Bourdieu’s concepts of “habitus” and “field” are particularly useful for our analysis, and we explore the tensions between these concepts for our participants.En 2001–2002, les auteurs de cet article ont interviewĂ© 31 doctorants d’origines et de cultures diverses au sujet de leurs expĂ©riences d’études en sociologie de l’éducation dans une universitĂ© canadienne. Environ 10 ans plus tard, dans une deuxiĂšme Ă©tude qualitative, ces mĂȘmes auteurs ont eu la possibilitĂ© de diriger des entrevues semi-structurĂ©es avec 13 des Ă©tudiants de la premiĂšre cohorte d’entrevues (aujourd’hui diplĂŽmĂ©s) afin de dĂ©couvrir ce qui s’était passĂ© sur le plan professionnel entre les deux entrevues. Deux d’entre eux Ă©taient devenus des titulaires universitaires permanents, trois autres Ă©taient en voie d’obtenir une permanence aprĂšs des annĂ©es dans des postes temporaires, tandis que la plupart des autres travaillaient dans le secteur indĂ©terminĂ© du marchĂ© du travail universitaire. Les concepts de Bourdieu ont Ă©tĂ© particuliĂšrement utiles pour la prĂ©sente analyse. En effet, pour les participants de l’étude, les auteurs explorent les tensions entre « habitus » et « champ »

    Indigenous languages and the racial hierarchisation of language policy in Canada

    No full text
    This paper addresses language policy and policy-making in Canada as forms of discourse produced and reproduced within systems of power and racial hierarchies. The analysis of indigenous language policy to be addressed here focuses on the historical, political and legal processes stemming from the Royal Commission on Bilingualism and Biculturalism (1963–1969) to the 1982 Canadian Constitution and its aftermath. Through a critical historical and discursive analysis, we demonstrate how racial hierarchies and language ideologies favoured French and English dominance and reinforced the marginalisation of indigenous groups defined in terms of the socially constructed and assigned category of race. We relate these race-based language policies to contemporary indigenous language struggles in Canada, including the Task Force Report on Aboriginal Languages and Cultures (2005), and describe the logic imposed by colonial constitutional arrangements on indigenous language promotion, revitalisation and mobilisation in Canada

    Vulnerability

    No full text
    A panel session with the UK's Independent SAGE group
    corecore