Słowa kluczowe
Indie
płeć kulturowa
upodmiotowienie
podejście zorientowane na umiejętności
Jak cytować
Abstrakt
W Indiach, podobnie jak w wielu innych częściach świata, przeważa opinia, że rozwój umiejętności użycia języka angielskiego i edukacja w języku angielskim pogłębiają nierówności społeczne (Mohanty, 2017). Jednak język angielski ma również potencjał do podważania utrwalonych hierarchii klasowych i stereotypów płci kulturowej, oferując realną ścieżkę awansu społeczno-ekonomicznego dla najbardziej zmarginalizowanych społeczności (Vaish, 2005). W oparciu o dane z projektu badawczego będącego podstawą pracy doktorskiej, prowadzonej w żeńskiej uczelni w południowych Indiach, obecny artykuł analizuje język angielski jako narzędzie upodmiotowienia dla rosnącej liczby studentów pochodzących ze społeczności odległych od metropolii i anglojęzycznych elit, ale narzędzie niosące z sobą pewne ryzyko. Badanie wykorzystuje podejście zorientowane na umiejętności, w ramach pojęciowych teorii sprawiedliwości społecznej, które rzadko stosowano w edukacji językowej. W interaktywnych wywiadach studentki relacjonują, że ich aspiracje, autonomia i własny głos rozwijają się poprzez naukę języka angielskiego, ale jednocześnie dzielą się niepokojącymi historiami o sztywnych strukturach patriarchalnych, które zagrażają rozwojowi tych umiejętności. Artykuł podważa również neoliberalne rozumienie pojęcia upodmiotowienia i proponuje narzędzia dydaktyczne, które mogą umożliwić transformacje tego upodmiotowienia poprzez użycie języka angielskiego.
Bibliografia
Aikman, Sheila, Elaine Unterhalter (2013) “Gender Equality, Capabilities and the Terrain of Quality Education.” [In:] Leon Tikly, Angeline M. Barrett (eds.) Education Quality and Social Justice in the Global South: Challenges for Policy, Practice and Research. London: Routledge; 25–39. https://doi.org/10.4324/9780203817650
Appadurai, Arjun (2004) "The Capacity to Aspire: Culture and the Terms of Recognitions." [In:] Michael Walton, Vijayendra Rao (eds.) Culture and Public Action. Washington: World Bank Publications; 59–84
Ashutosh, Ishan (2019) "On the Grounds of the Global Indian: Tracing the Disjunctive Spaces Between Diaspora and the Nation-state." Environment and Planning C: Politics and Space, 37(1); 41–58. https://doi.org/10.1177/2399654418779388
Attanayake, Assantha (2020) Post-colonial Curriculum Practices in South Asia: Building Confidence to speak English. London: Routledge. https://doi.org/10.4324/9781351129800
Barkhuizen, Gary (2014) "Revisiting Narrative Frames: An Instrument for Investigating Language Teaching and Learning." System, 47; 12–27. https://doi.org/10.1016/j.system.2014.09.014
Barnett, Ronald (2007) A Will to Learn: Being a Student in an Age of Uncertainty. New York: McGraw-Hill Education.
Block, David, John Gray, Marnie Holbrow (2012) Neoliberalism and Applied Linguistics. London: Routledge.
Boruah, Padmini, Ajit Mohanty (2022) "English Medium Education in India: The Neoliberal Legacy and Challenges to Multilingual Language Policy Implementation." [In:] Ali Jalalian Daghigh, Jaria Mohd Jan, Sheena Kaur (eds.) Neoliberalization of English Language Policy in the Global South. Cham: Springer Nature; 51–71. https://doi.org/10.1007/978-3-030-92353-2_4
Braun, Virgina, Victoria Clarke (2019) "Reflecting on Reflexive Thematic Analysis." Qualitative Research in Sport, Exercise and Health, 11(4); 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Bridges, David (2009) "Education and the Possibility of Outsider Understanding." Ethics and Education, 4(2); 105–123. https://doi.org/10.1080/17449640903326714
Brutt-Griffler, Janina (2002) World English: A Study of its Development. Clevedon: Multilingual Matters.
Bryman, Alan (2015) Social Research Methods. Oxford: Oxford University Press.
Canagarajah, Suresh (2013) Translingual Practice: Global Englishes and Cosmopolitan Relations. London: Routledge.
Charmaz, Kathy, Lina Liska Belgrave (2012) "Qualitative Interviewing and Grounded Theory." [In:] Jaber F. Gubrium, James A. Holstein, Amir B. Marvasti, Karyn D. McKinney (eds.) The SAGE Handbook of Interview Research: The Complexity of the Craft. Thousand Oaks: Sage Publications; 347–364.
Chowdhury, Sunandan Roy (2017) Politics, Policy and Higher Education in India. Singapore: Palgrave Macmillan. https://doi.org/10.1007/978-981-10-5056-5
Conradie, Ina, Ingrid Robeyns (2013) "Aspirations and Human Development Interventions." Journal of Human Development and Capabilities, 14(4); 559–580. https://doi.org/10.1080/19452829.2013.827637
Crocker, David A. (2008) Ethics of Global Development: Agency, Capability, and Deliberative Democracy. Cambridge: Cambridge University Press.
Crosbie, Veronica (2014) "Capabilities for Intercultural Dialogue." Language and Intercultural Communication, 14(1); 91–107. https://doi.org/10.1080/14708477.2013.866126
Dhuru, Simantini, Nisha Thapliyal (2021) "Global Desi?: Possibilities and Challenges for Global Citizenship Education in India." Globalisation, Societies and Education, 19(4); 405–419. https://doi.org/10.1080/14767724.2021.1889362
Drèze, Jean, Amartya Sen (2013) An Uncertain Glory: India and its Contradictions. Princeton: Princeton University Press. https://doi.org/10.1353/ens.2015.0019
Drydyk, Jay (2013) "Empowerment, Agency, and Power." Journal of Global Ethics, 9(3); 249–262. https://doi.org/10.1080/17449626.2013.818374
Ellis, Carolyn, Leigh Berger (2012) "Their Story/My Story/Our Story: Including the Researcher’s Experience in Interview Research." [In:] Jaber F. Gubrium, James A. Holstein (eds.) Postmodern Interviewing. Thousand Oaks: Sage Publications; 156–183.
Esch, Edith (2009) "English and Empowerment: Potential, Issues, Ways Forward." [In:] Nasreen Hussain, Azira Ahmed, Mohammad Zafar (eds.), English and Empowerment in the Developing World. Newcastle-upon-Tyne: Cambridge Scholars Publisher; 2–26.
Ganapathy-Coleman, Hema (2023) "'Do You Know Angreji?' Economically Oppressed Parents on Education, and the Teaching and Learning of English in Schools in India." Journal of Language, Identity & Education; 1–14. https://doi.org/10.1080/15348458.2022.2159829
Goel, Sangeeta (2018) "Third Generation Sexism in Workplaces: Evidence from India." Asian Journal of Women’s Studies, 24(3); 368–387. https://doi.org/10.1080/12259276.2018.1496616
Graddol, David (2010) English Next India: The Future of English in India. British Council. https://doi.org/10.1093/elt/ccr034
Gubrium, Jaber F., James A. Holstein, (2012) "Postmodern Sensibilities." [In:] Jaber F. Gubrium, James A. Holstein (eds.) Postmodern Interviewing. Thousand Oaks: Sage Publications; 3–16.
Harper, Douglas (2002) "Talking About Pictures: A Case for Photo Elicitation." Visual Studies, 17(1); 13–26. https://doi.org/10.1080/14725860220137345
Hayes, David (2016) Social Attitudes Towards the English Language in Bihar. British Council.
Heslop, Lynne (2014) Understanding India: The Future of Higher Education and Opportunities for International Cooperation. British Council.
Highet, Katy (2022) "'She Will Control My Son': Navigating Womanhood, English and Social Mobility in India." Journal of Sociolinguistics; 1–18. https://doi.org/10.1111/josl.12567
Highet, Katy (2023) "'RIP English': Race, Class and 'Good English' in India." Journal of Linguistic Anthropology, 33(2); 184–201. https://doi.org/10.1111/jola.12405
Highet, Katy, Alfonso Del Percio (2021a) "Hard Work, Growth Mindset, Fluent English: Navigating Neoliberal Logics." [In:] Mitja Sardoc (ed.), The Impacts of Neoliberal Discourse and Language in Education: Critical Perspectives on a Rhetoric of Equality, Well-being, and Justice. New York: Routledge; 100–119. https://doi.org/10.4324/9780367815172-7
Highet, Katy, Alfonso Del Percio (2021b) "When Linguistic Capital isn’t Enough: Personality Development and English Speakerhood as Capital in India." [In:] John E. Petrovic, Bedrettin Yazan (eds.), The Commodification of Language: Conceptual Concerns and Empirical Manifestations. New York: Routledge; 127–143. https://doi.org/10.4324/9781003028581-91a
Hooks, Bell (1994) Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
Imperiale, Maria Grazia (2017) "The Capability Approach to Language Education in the Gaza Strip." Critical Multilingulism Studies, 5(1); 37–58. https://core.ac.uk/reader/82893687
Jayadeva, Sazana (2018) "'Below English Line': An Ethnographic Exploration of Class and the English Language in Post-liberalization India." Modern Asian Studies, 52(2); 576–608. https://doi.org/10.1017/S0026749X16000639
Jenkins, Jennifer (2007) English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Kalyanpur, Maya, Padmini Boruah, Sarina Chugani Molina, Sunaina Shenoy, (2023) The Politics of English Language Education and Social Inequality: Global Pressures, National Priorities and Schooling in India. London: Routledge.
Kandemir, Aslı, Richard Budd (2018) "Using Vignettes to Explore Reality and Values with Young People." Forum Qualitative Sozialforschung, 19(2). https://doi.org/10.17169/fqs-19.2.2914
Khader, Serene J. (2009) "Adaptive Preferences and Procedural Autonomy." Journal of Human Development and Capabilities, 10(2); 169–187. https://doi.org/10.1080/19452820902940851
Kraft, Kamilla, Mi Cha Flubacher (2020) "The Promise of Language: Betwixt Empowerment and the Reproduction of Inequality." International Journal of the Sociology of Language, 2020(264); 1–23. https://doi.org/10.1515/ijsl-2020-2091
Kramsch, Claire, Michiko Uryu, (2011) "Intercultural Contact, Hybridity, and Third Space." [In:] Jane Jackson (ed.), The Routledge Handbook of Language and Intercultural Communication. London: Routledge; 211-225
Kubota, Ryuko (2015) "Inequalities of Englishes, English Speakers, and Languages: A Critical Perspective on Pluralist Approaches to English." [In:] Ruanni Tupas (ed.), Unequal Englishes: The Politics of Englishes Today. London: Palgrave Macmillan; 21–41.
Kvale, Steinar (2006) "Dominance Through Interviews and Dialogues." Qualitative Inquiry, 12(3); 480–500. https://doi.org/10.1177/1077800406286235
LaDousa, Chaise, Christina P. Davis, Nishaant Choksi, (2022) "Postcolonial Language Ideologies: Indian Students Reflect on Mother Tongue and English." Journal of Linguistic Anthropology, 32(3); 607–628. https://doi.org/10.1111/jola.12378
Lozano, Felix J. , Alejandra Boni, Jordi Peris, Andrés Hueso (2012) "Competencies in Higher Education: A Critical Analysis from the Capabilities Approach." Journal of Philosophy of Education, 46(1); 132–147. https://doi.org/10.1111/j.1467-9752.2011.00839.x
Ministry of Education (2023) All India Survey on Higher Education (AISHE) 2020-2021. https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1894517
Mohanty, Ajit (2017) "Multilingualism, Education, English and Development: Whose Development?" [In:] Hywel Coleman (ed.), Multilingualisms and Development. British Council; 261–280.
Mukherjee, Alok K. (2003) “This Gift of English”: English Education and the Formation of Alternative Hegemonies in India. Toronto: York University.
Nagar, Richa, Saraswati Raju, (2017) "Women, NGOs and the Contradictions of Empowerment and Disempowerment: A Conversation." Development: Critical Essays in Human Geography; 449–461. https://doi.org/10.4324/9781315258027-23
Nair, Gayatri (2022) "'New' Terrains of Precarity–Gig Work in India." Contemporary South Asia, 30(3); 388–401. https://doi.org/10.1080/09584935.2022.2099813
Nussbaum, Martha C. (2000) Women and Human Development: The Capabilities Approach. Cambridge: Cambridge University Press.
Nussbaum, Martha C. (2010) Not for Profit: Why Democracy Needs the Humanities. Princeton: Princeton University Press.
Nussbaum, Martha C. (2011) Creating Capabilities: The Human Development Approach. Cambridge, MA: The Belknap Press of Harvard University Press.
O’Regan, John P. (2021) Global English and Political Economy. London: Routledge. https://doi.org/10.4324/9781315749334
Pandey, Krishna Kumar, Smita Jha (2021) "Exploring the Interrelationship Between Culture and Learning: The Case of English as a Second Language in India." Asian Englishes, 1–17. https://doi.org/10.1080/13488678.2021.1925811
Pennycook, Alastair (2010) Language as a Local Practice. London: Routledge. https://doi.org/10.4324/9780203846223
Pennycook, Alastair ([1993]2017) The Cultural Politics of English as an International Language. London: Routledge.
Phillipson, Robert (1992) Linguistic Imperialism. Oxford: Oxford University Press.
Phillipson, Robert (2010) Linguistic Imperialism Continued. London: Routledge.
Phillipson, Robert (2017) "Myths and Realities of ‘Global’ English." Language Policy, 16(3); 313–331. https://doi.org/10.1007/s10993-016-9409-z
Phyak, Prem (2021) "Epistemicide, Decifit Language Ideology, and (De)coloniality in Language Education Policy." International Journal of the Sociology of Language, 2021(267–268); 219–233. https://doi.org/10.1515/ijsl-2020-0104
Proctor, Lavanya Murali (2014) "English and Globalization in India: The Fractal Nature of Discourse." Journal of Linguistic Anthropology, 24(3); 294–314. https://doi.org/10.1111/jola.12056
Rao, A. Giridhar (2017) "English in Multilingual India: Promise and Illusion." [In:] Hywel Coleman (ed.), Multilingualisms and Development. British Council; 281–288.
Robeyns, Ingrid (2006) "Three Models of Education." Theory and Research in Education, 4(1), 69–84. https://doi.org/10.1177/1477878506060683
Robeyns, Ingrid (2017) Wellbeing, Freedom and Social Justice. Cambridge: Open Book Publishers. http://dx.doi.org/10.11647/OBP.0130
Sen, Amartya (1992) Inequality Reexamined. Oxford: Oxford University Press.
Sen, Amartya (1997) "Editorial: Human Capital and Human Capability." World Development, 25(12); 1959–1961. https://doi.org/10.1016/s0305-750x(97)10014-6
Sen, Amartya (1999) Development as Freedom. New York: Random House.
Singh, Renu, Mukherjee, Protap (2018) "'Whatever She May Study, She Can’t Escape from Washing Dishes': Gender Inequity in Secondary Education–Evidence from a Longitudinal Study in India." Compare, 48(2); 262–280. https://doi.org/10.1080/03057925.2017.1306434
Smith, Linda Tuhiwai ([1999] 2021) Decolonizing Methodologies: Research and Indigenous Peoples (Third). London: Zed Books.
Srivastava, Prachi, Nick Hopwood (2009) "A Practical Iterative Framework for Qualitative Data Analysis." International Journal of Qualitative Methods, 8(1); 76–84. https://doi.org/10.1177/160940690900800107
Tikly, Leon (2016) "Language-in-education Policy in Low-income, Postcolonial Contexts: Towards a Social Justice Approach." Comparative Education, 52(3); 408–425. https://doi.org/10.1080/03050068.2016.1185272
Unterhalter, Elaine (2007) "Gender Equality, Education, and the Capability Approach." [In:] Melanie Walker, Elaine Unterhalter (eds.), Amartya Sen’s Capability Approach and Social Justice in Education London: Palgrave Macmillan; 87–107.
Vaish, Vinti (2005) "A Peripherist View of English as a Language of Decolonization in Post-colonial India." Language Policy, 4(2); 187–206. https://doi.org/10.1007/s10993-005-3523-7
Vaish, Vinti (2008) Biliteracy and Globalization. Clevedon: Multilingual Matters.
Venkataraman, Laksh (2017) "Capitals and Capabilities: Social Reproduction of Inequalities in Sripuram." [In:] Aurora Lopez-Fogues, Firdevs Melis Cin (eds.), Youth, Gender and the Capabilities Approach to Development: Rethinking Opportunities and Agency from a Human Development Perspective. London: Routledge; 92–107.
Verma, Smita (2014) "Women in Higher Education in Globalised India: The Travails of Inclusiveness and Social Equality." Social Change, 44(3); 371–400. https://doi.org/10.1177/0049085714536801
Walker, Melanie (2007) "Selecting Capabilities for Gender Equality in Education." In Melanie Walker, Elaine Unterhalter (eds.), Amartya Sen’s Capability Approach and Social Justice in Education. London: Palgrave Macmillan; 177–195. https://doi.org/10.1057/9780230604810_9
Walker, Melanie (2012) "A Capital or Capabilities Education Narrative in a World of Staggering Inequalities?" International Journal of Educational Development, 32(3); 384–393. https://doi.org/10.1016/j.ijedudev.2011.09.003
Walker, Melanie (2018) "Aspirations and Equality in Higher Education: Gender in a South African University." Cambridge Journal of Education, 48(1); 123–139. https://doi.org/10.1080/0305764X.2016.1254159
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne – Bez utworów zależnych 4.0 Międzynarodowe.
Prawa autorskie (c) 2025 Półrocznik Językoznawczy Tertium