‘I don’t want to be pushed into an islamic school’: biography and raciolinguistic ideologies in education

Thoma, Nadja

doi:10.1080/13613324.2020.1798390

Cited by 10 publications

(4 citation statements)

References 63 publications

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“…Theoretically, our view of multilingualism in schools is inspired by a speaker-oriented perspective that understands language against the background of biographical trajectories (Thoma, 2018(Thoma, , 2020 and as an interactive field of language practices. In doing so, we consider multilingualism in its interplay of linguistic resources, practices, and ideologies (Androutsopoulos, 2018: 197).…”

Section: Research Context and Methodologymentioning

confidence: 99%

Transforming language brokering policies at school: Learning from students with transnational biographies

Thoma

Draxl

2022

European Educational Research Journal

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Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. However, language brokering is embedded in complex social structures, and students who interpret often act within complex power relations. In our article, we address experiences with education-related language brokering. While focusing on the perspectives of the students, we will address the roles they take during language brokering activities between different actors and the power relations they experience. Our data were collected as part of an ethnographic research project which aimed to explore the experiences of refugee students following their arrival in Austria and during the adjustment period in their new sociolinguistic and educational context. Empirically, the article is based on a data set of small stories and reflections about language brokering. The analysis was carried out through contrastive comparisons between different cases. The paper will conclude with suggestions on the introduction of critical language brokering practices and policies in educational institutions.

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Section: Research Context and Methodologymentioning

confidence: 99%

Transforming language brokering policies at school: Learning from students with transnational biographies

Thoma

Draxl

2022

European Educational Research Journal

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“…In their study on deaf parents' choices between regular and special education in Flanders, De Meulder and Murray (2021) report the parents' (sole) reliance on their own skills to ensure sign language exposure which they perceive as not guaranteed in general education. This relates to Thoma's (2020) findings on the schooling choices of a bilingual teacher, being torn between making her bilingual skills useful in special schools or else being recognized as an Austrian teacher through opting for a (monolingual) mainstream school.…”

Section: Families and Schools As Social Spacesmentioning

confidence: 97%

Transnational families’ social spaces ‘in between’: Expectations, decision-making and belonging in light of educational choices in Norway

Purkarthofer

2022

European Educational Research Journal

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Connections between linguistic heterogeneity, educational choices and (family) biographies are complex and ever shifting. With this paper, my aim is to explore the question how social spaces are constructed by multilingual families in migration societies and how they situate social spaces ‘in between’, thereby challenging both binary and national logics and creating third spaces. Especially in view of national educational institutions, family decisions on language transmission and use are reflected upon and at times re-evaluated. Analysis of family interviews with German migrants in Norway shows how both continuity and change are relevant for the parents as they try to produce an uninterrupted family biography but at the same time need to be open to adaptations to new situations. Expectations, language ideologies and perspectives that transcend one’s own family spaces gain relevance while (national) institutions may call for changes in language regimes and practices.

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“…Since 2020, racial linguistic ideology has emerged, which is essentially the idea of maintaining race-specific linguistic practices in schools with a mix of Muslim and non-Muslim students. Racial linguistic ideology, when managed well, will have a positive impact on students because the language and labeling of Muslim students will be reduced such as ridicule of students wearing headscarves, and other labeling (Thoma, 2020).…”

Section: A Concept Of Islamic Education Ideology In Islamic Boarding ...mentioning

confidence: 99%

Network Of Islamic Education Ideology in Aceh Islamic Boarding Schools: A Systematic Literature Review

Ibda,

Sofanudin,

Syafi’

et al. 2023

At-Turats

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This study reviewed 53 articles on Islamic education ideological networks in Islamic boarding schools in Aceh, Indonesia. This systematic literature review used the PRISMA protocol with the steps of identification, screening, eligibility, inclusion, abstraction, and data analysis assisted by the Publish or Perish 7, Mendeley, VOSviewer, and NVIVO 12 Plus applications. The search results obtained 544 Scopus-indexed articles, then filtered and 53 articles remained. The topic finding were: Islamic education ideology network, Aceh, Islamic boarding school, concept of Islamic education ideology, impact of Islam education ideology, Islam, pesantren, Indonesia, Islamic moderation, dayah, boarding school, which are directly connected, and Indonesian pesantren, anti-Muslim racism, formal religious education, Islamic culture, ISIS, terrorism, inter-religious relationship, Islamic religious college, cyberterrorism, deradicalization, curriculum development, curriculum, and dayah scholars. The findings of the articles were analyzed according to the topics defined through NVIVO 12 Plus and the results were described based on the research questions. The research findings explain that the ideology of Islamic education in Islamic boarding schools is a system of values, ideas, beliefs, and culture that is the basis for determining curriculum, teacher management, and learning. The ideological networks of Islamic boarding schools in Aceh are reform-modernist, traditionalist-Ahlussunnah Waljamaah, and Salafi-Wahabi which are developed based on typology, affiliation, characteristics, and curriculum. The ideology of Islamic education in Islamic boarding schools affects teachers, leaders, curriculum, learning, and society.

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‘I don’t want to be pushed into an islamic school’: biography and raciolinguistic ideologies in education

Abstract: View related articlesView Crossmark data 'I don't want to be pushed into an islamic school': biography and raciolinguistic ideologies in education

Cited by 10 publications

References 63 publications

Transforming language brokering policies at school: Learning from students with transnational biographies

Transforming language brokering policies at school: Learning from students with transnational biographies

Transnational families’ social spaces ‘in between’: Expectations, decision-making and belonging in light of educational choices in Norway

Network Of Islamic Education Ideology in Aceh Islamic Boarding Schools: A Systematic Literature Review

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