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Consultation Facilitator
on Wed, November 14, 2012 at 09.27 pm

Seen but not heard: Addressing inequalities surrounding ethnolinguistic identity - Young & Wisbey

*Accepted under the "Addressing Inequalities" Global Thematic Consultation - Call for Proposals for Background Papers, Oct 2012*

by Catherine Young, Matthew Wisbey, LEAD Asia, SIL International

October 2012

Abstract: Progress towards the Millennium Development Goals (MDGs) is advancing unequally. Some goals will almost certainly be missed and progress towards others is slow (United Nations, 2012). This paper highlights the particular inequalities facing minority ethnolinguistic communities and the impact these inequalities have on progress towards all the MDGs. It begins by explaining the inherent value of languages and the policy and planning challenges surrounding language, before explaining the fundamental role of language in education and the way languages can become bridges or barriers for communities. It ends by highlighting the important role language plays in minority ethnolinguistic communities’ access to development opportunities and gives examples of situations where minority ethnolinguistic communities have successfully engaged in development opportunities and the benefits that have consequently resulted.

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ched arzadon from
Mon, February 25, 2013 at 03.56 pm
.I like how you critiqued the elitist and technicist trends in educational planning... I am also happy to see how the Philippine experience is being cited...It is indeed timely to revisit the idea of equity in education especially as we think about post EFA directions... EFA was meant to increase access to education thus it was called Education for ALL.... reviewing the GMRs I read, I suppose the access issue has been interpreted in logistical terms -- modalities, increasing enrollment rate, addressing attrition, reaching the poor, IP, learners in conflict areas... i suppose a deepening of EFA would mean interrogating what kind of education are we making accessible. When the content being presented to a child is couched in an unfamiliar language and cultural forms then such effort cannot be honestly described as education
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