Postcolonial Identity Politics, Language And The Schools In St. Lucia  

Oleh:

St-Hilaire, Aonghas

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 12 no. 1 (Jan. 2009), page 31-46.
Topik: St. Lucia; postcolonialism; identity; language; education
Fulltext: Vol. 12, No. 1, January 2009, 31-46.pdf (158.11KB)

Isi artikel

In the postcolonial era, a cultural nationalist movement has sought to elevate the status of St. Lucia’s creole vernacular, Kwe´yo` l, and with some success
it is now the most visible symbol of St. Lucian national identity. This relatively new development has altered somewhat the historic linguistic status quo between the official, high status English and the historically marginalised Kwe´yo` l. Postindependence public debate on the role of Kwe´yo` l in the nation has included a focus on a possible expanded role for the language in St. Lucian schools. However, to date colonial language-in-education policy remains unchanged and Kwe´yo` l remains officially barred from the classroom. This paper examines colonial educational policy, the development of postcolonial identity politics and the interplay between these politics, on the one hand, and organised efforts and public support to expand Kwe´yo` l into the formal educational domain, on the other.

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