Search results

1 – 2 of 2
Per page
102050
Citations:
Loading...
Article
Publication date: 20 April 2022

Kasun Gajasinghe and Priyanka Jayakodi

This paper aims to explore the relationship between religious and linguistic nationalism in Sri Lanka in the context of the controversy on singing the national anthem in Tamil…

333

Abstract

Purpose

This paper aims to explore the relationship between religious and linguistic nationalism in Sri Lanka in the context of the controversy on singing the national anthem in Tamil during National Independence Day celebrations. It illuminates how language and religious policy work together to maintain Sinhala–Buddhist hegemony and exclude Tamil speakers as second-class citizens in postcolonial Sri Lanka.

Design/methodology/approach

The examination of the anthem controversy includes language and religious policy documents, newspaper articles and YouTube videos.

Findings

The national anthem as a site of struggle is a powerful case to explore how nation-states’ actors mobilize affect, intertwining ideologies on language, religion, ethnicity, geography, and so on to maintain and reinforce dominance over minoritized groups. Therefore, the authors believe that (singing) the national anthem can be a site of study for language policy.

Research limitations/implications

The authors acknowledge that the data used in this study are only in Sinhala and English and identify the need for further research using data sources in Tamil.

Originality/value

While this paper generally contributes to the scholarly dialogues on religion and language, it also sheds light on understanding politics in Sri Lanka. Finally, the authors propose that any meaningful policy implementation efforts toward achieving linguistic justice in Sri Lanka need to include parallel policy changes that promote equality among religions.

Details

English Teaching: Practice & Critique, vol. 21 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 19 July 2022

Mary M. Juzwik, Robert Jean LeBlanc, Denise Davila, Eric D. Rackley and Loukia K. Sarroub

In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in…

517

Abstract

Purpose

In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion?

Design/methodology/approach

Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another.

Findings

Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories.

Research limitations/implications

The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale.

Practical implications

The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making.

Social implications

Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences.

Originality/value

This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.

Details

English Teaching: Practice & Critique, vol. 21 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

1 – 2 of 2
Per page
102050