Exploring language and education policies for the indigenous minorities in Australia and Malaysia

Bibliographic Data

ID2501980
AuthorsSumathi Renganathan (0000-0002-6052-2922, Universiti Teknologi Petronas), Inge Kral (0000-0001-5138-0937, Australian National University)
Year2018
Volume20
Issue1
Pages138-156
Publication date2018-02-28
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Multicultural Education (JOURNAL)
Journal identifiersISSN: 1934-5267 • E-ISSN: 1934-5267
PublisherEastern University (PUBLISHER • US)
DOI10.18251/ijme.v20i1.1530
OpenAlexW2791954100
LanguageEN
Citations received3
References cited11

This paper examines the implication of language and education policies for the indigenous minority populations in two contrasting multicultural and multilingual post-colonial nations, Australia and Malaysia. By comparing and contrasting ethnolinguistic and educational policies in these two diverse nations, this paper explores how indigenous minorities have been positioned within each nation's quest for meeting the challenges of becoming multilingual and multicultural nations. The authors argue that although both countries promote multicultural ideals, they fall short in their acknowledgement of the dignity of difference for their indigenous communities. Thus, the authors assert that educational and language policies for indigenous peoples must acknowledge the importance of difference and therefore include indigenous cultural ways of knowing, being and doing to achieve successful educational outcomes

Acknowledgement · Biculturalism · Colonialism · Dignity · Economic growth · First language · Indigenous · Indigenous Education · Indigenous language · Linguistics · Multicultural education · Multiculturalism · Neuroscience of multilingualism · Pedagogy · Political science · Social science · Sociology · EFL/ESL Teaching and Learning · Law · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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