rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Using historical narrative analysis to determine language choices in postcolonial education contexts
  name:
    name part: Santos, Mary dos
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Cumming-Potvin, Wendy
    name part: 1960-
    role:
      role term: author.
  name:
    name part: Jackson-Barrett, Elizabeth
    role:
      role term: author.
  type of resource: text
  origin info:
    place:
      place term: enk
    date issued: 2024
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: This case study is based on research conducted within the plurilingual context of Vanuatu, formerly a condominium colony of Britain and France. A surfeit of heritage languages exists within this context, alongside the European languages of English and French and the national language of Bislama, an English-lexifier pidgin. With the existence of between 106 and 138 vernaculars, classroom language use is complex and exacerbated by a government policy that stipulates English and French as the official languages of education, while the use of heritage languages in the first 3 years of school is encouraged. Language use in Vanuatu education is confined within the parameters of the nation's history, government policy, and the language preference of educators. Colonial history and globalization, which have privileged English as a world language, have created a dilemma demanding examination through the experiences of the past, current trends, and future needs. This case study addresses the pragmatics of a narrative historical approach that integrates historical understanding, conversational interviews, and analysis of educational policy documents. This methodologic framework enables researchers to gain insight into colonial accounts of the past and make comparisons with Indigenous accounts of history and the cultures, values, and languages in existence today. The research for this case study was conducted at the height of COVID-19 travel restrictions, making the use of technology necessary for conversation. Although face-to-face computer platforms elevate Western technology and function counter to the decolonizing practice of relationship-based yarning, the need for COVID-safe protocols and the desire of participants to voice their experiences permitted relaxed communication via the internet. Therefore, in this study, technology was not detrimental to the effective use of decolonizing methods.
  target audience: specialized
  note: Mary dos Santos, Wendy Cumming-Potvin, Elizabeth Jackson-Barrett.
  subject:
    geographic code: ponn---
  subject:
    topic: Narrative inquiry (Research method)
  subject:
    geographic: Vanuatu
    topic: Languages
  subject:
    geographic: Vanuatu
    topic: Langues
  classification: H61.295 .S26 2024
  classification: 001.433
  related item:
    title info:
      title: SAGE Research methods: diversifying and decolonizing research
  identifier: 9781529683486
  identifier: 1529683483
  identifier: http://proxy.library.tamu.edu/login
  record info:
    record content source: SGPBL
    record creation date: 240320
    record change date: 20240923170529.9
    record identifier: in00005497062
    language of cataloging:
      language term: eng