Multilingual education policy, superdiversity and educational equity

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations

Abstract

Since the ‘superdiversity’ concept was introduced in the early 2000s (Vertovec 2005), it has been taken up by many different fields, including law, economics, social work, urban planning, linguistics and education (e.g., Valentine 2013). Within the fields of sociolinguistics generally, and multilingual education and language policy in particular, superdiversity has gained traction and coincided with the growing emphasis on understanding how multilingual practices intersect with transnationalism, globalisation and digital media (e.g., Canagarajah 2013; Duff 2015). Superdiversity is often invoked to draw attention to more complex (and realistic) conceptualisations of how individuals and communities function in society, the stance we take in this chapter. Concomitantly, superdiversity is sometimes used as a synonym for ‘hyper’ or ‘extreme’ diversity, taken to mean (even) more ethnic groups or more categories of minoritisation, marginalisation, othering or difference.

Original languageEnglish (US)
Title of host publicationThe Routledge Handbook of Language and Superdiversity
Subtitle of host publicationAn Interdisciplinary Perspective
PublisherTaylor and Francis
Pages459-472
Number of pages14
ISBN (Electronic)9781317444688
ISBN (Print)9781138905092
DOIs
StatePublished - Jan 1 2018

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