Diversity is a buzzword of our times and yet the extent of religious diversity in Western societies is generally misconceived. This ground-breaking research draws attention to the journey of one migrant religious institution in an era of religious superdiversity. Based on a sociolinguistic ethnography in a Tamil Saivite temple in Australia, the book explores the challenges for the institution in maintaining its linguistic and cultural identity in a new context. The temple is faced with catering for devotees of diverse ethnicities, languages, and religious interpretations; not to mention divergent views between different generations of migrants who share ethnicity and language. At the same time, core members of the temple seek to continue religious and cultural practices according to the traditions of their homelands in Sri Lanka, a country where their identity and language has been under threat. The study offers a rich picture of changing language practices in a diasporic religious institution. Perera inspects language ideology considerations in the design of institutional language policy and how such policy manifests in language use in the temple spaces. This includes the temple’s Sunday school where heritage language and religion interplay in second-generation migrant adolescents’ identifications and discourse.

This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today. Chapters are separated across three key parts: Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems Part III: Inclusion and Diversity in Global and Local Educational Contexts

Prior to the nineteenth century, South Asian dictionaries, glossaries, and vocabularies reflected a hierarchical vision of nature and human society. By the turn of the twentieth century, the modern dictionary had democratized and politicized language. Compiled "scientifically" through "historical principles," the modern dictionary became a concrete symbol of a nation's arrival on the world stage. Following this phenomenon from the late seventeenth century to the present, Negotiating Languages casts lexicographers as key figures in the political realignment of South Asia under British rule and in the years after independence. Their dictionaries document how a single, mutually intelligible language evolved into two competing registers—Urdu and Hindi—and became associated with contrasting religious and nationalist goals. Each chapter in this volume focuses on a key lexicographical work and its fateful political consequences. Recovering texts by overlooked and even denigrated authors, Negotiating Languages provides insight into the forces that turned intimate speech into a potent nationalist politics, intensifying the passions that partitioned the Indian subcontinent.

A collection of essays that situates and furthers contemporary debates around the prospects of democracy in diverse societies within and beyond the West. Negotiating Democracy and Religious Pluralism examines the relationship between the functioning of democracy and the prior existence of religious plurality in three societies outside the West: India, Pakistan, and Turkey. All three societies had on one hand deep religious diversity and on the other long histories as imperial states that responded to religious diversity through their specific pre-modern imperial institutions. Each country has followed a unique historical trajectory with regard to crafting democratic institutions to deal with such extreme diversity. The volume focuses on three core themes: historical trends before the modern state's emergence that had lasting effects; the genealogies of both the state and religion in politics and law; and the problem of violence toward and domination over religious out-groups. Volume editors Karen Barkey, Sudipta Kaviarj, and Vatsal Naresh have gathered a group of leading scholars across political science, sociology, history, and law to examine this multifaceted topic. Together, they illuminate various trajectories of political thought, state policy, and the exercise of social power during and following a transition to democracy. Just as importantly, they ask us to reflexively examine the political categories and models that shape our understanding of what has unfolded in South Asia and Turkey.

International migration and the social diversity it creates constitute one of the key global challenges of the early 21st century. Language and communication barriers can compromise equitable access in diverse societies, and where socioeconomic disadvantage becomes entrenched, it poses risks to security, productivity and quality of life. Clearly this is an important issue, and migrants and their language choices are heavily politicized; though political and media debates often rely on anecdotal conjecture or are ill-informed. Life in a New Language examines the language learning and settlement experiences of 130 migrants to Australia from 34 different countries in Africa, Asia, Europe, and Latin America over a period of 20 years. Reusing data shared from six separate sociolinguistic ethnographies, the book illuminates participants' lived experience of learning and communicating in a new language, finding work, and doing family. Additionally, participants' experiences with racism and identity making in a new context are explored. The research uncovers significant hardship but also migrants' courage and resilience. The book has implications for language service provision, migration policy, open science, and social justice movements.

Educators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators' central role in this complex and dynamic process.Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in.

This timely volume constitutes the first book-length account of implicit as well as explicit language attitudes. It details the findings of a large-scale study, incorporating cutting-edge implicit and self-report instruments adapted from social psychology, investigating the evaluations of over 300 English nationals of the status and social attractiveness of Northern English and Southern English speech in England. The book is unique in its examination of implicit-explicit attitude divergence, across a range of social factors, to identify the direction of language attitude change in progress and the particular social groups leading attitude change. The volume provides a comprehensive understanding of language-based prejudice in England and the study paves the way for researchers to employ newly developed implicit and explicit measures to investigate language attitudes and language attitude change in a range of contexts. This book is invaluable for researchers in sociolinguistics and applied linguists interested in theoretical and methodological aspects of linguistic prejudice and language variation and change. It is also essential reading for social psychologists with an interest in attitudes, attitude change and prejudice.