Language Policies in STEM Subjects: Triggering Inclusion, Exclusion, or Abjection?

The combination of language policies, the global testing industry, and the role of STEM subjects in school systems have been shown to undermine the inclusion of all pupils, especially with regard to language backgrounds. This lack of inclusion shows signs of developing into a point of systematic exc...

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Published inDiscourse and Communication for Sustainable Education Vol. 14; no. 1; pp. 85 - 98
Main Authors Andersen, Katja N., Bagger, Anette
Format Journal Article
LanguageEnglish
Published Daugavpils Sciendo 01.06.2023
Sciendo, a company of De Gruyter Poland
De Gruyter Poland
Subjects
discourse
Documents
Education
Educational Policy
Elementary Education
Elementary Schools
Foreign Countries
Inclusion
Language
language policy
Language Usage
multilingual learners
Multilingualism
Pedagogik
Policies
Political Influences
School Districts
Schools
STEM Education
STEM subjects
Technical education
Sweden
Luxembourg
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Abstract The combination of language policies, the global testing industry, and the role of STEM subjects in school systems have been shown to undermine the inclusion of all pupils, especially with regard to language backgrounds. This lack of inclusion shows signs of developing into a point of systematic exclusion for those students. In this article we will consider the language policies in two national contexts, the Swedish and the Luxembourgish ones, and specifically examine issues of in(ex)clusion in relation to multi-lingualism in STEM teaching. This study analyzes policy documents on (1) inclusion, (2) language use, and (3) STEM teaching at school in the two national contexts, using a methodology that builds on Popkewitz’s (2013; 2014) approach to politics of schooling. Our results show, first, that different policies on language and multilingualism become visible in policy documents for primary school teaching in Sweden and Luxembourg. Secondly, this article discusses what impacts these policies may have on matters of inclusion, exclusion, or abjection in STEM teaching contexts at primary schools.
AbstractList The combination of language policies, the global testing industry, and the role of STEM subjects in school systems have been shown to undermine the inclusion of all pupils, especially with regard to language backgrounds. This lack of inclusion shows signs of developing into a point of systematic exclusion for those students. In this article we will consider the language policies in two national contexts, the Swedish and the Luxembourgish ones, and specifically examine issues of in(ex)clusion in relation to multi-lingualism in STEM teaching. This study analyzes policy documents on (1) inclusion, (2) language use, and (3) STEM teaching at school in the two national contexts, using a methodology that builds on Popkewitz's (2013; 2014) approach to politics of schooling. Our results show, first, that different policies on language and multilingualism become visible in policy documents for primary school teaching in Sweden and Luxembourg. Secondly, this article discusses what impacts these policies may have on matters of inclusion, exclusion, or abjection in STEM teaching contexts at primary schools.
The combination of language policies, the global testing industry, and the role of STEMsubjects in school systems have been shown to undermine the inclusion of all pupils,especially with regard to language backgrounds. This lack of inclusion shows signs ofdeveloping into a point of systematic exclusion for those students. In this article we willconsider the language policies in two national contexts, the Swedish and the Luxem-bourgish ones, and specifically examine issues of in(ex)clusion in relation to multi-lingualism in STEM teaching. This study analyzes policy documents on (1) inclusion,(2)language use, and (3) STEM teaching at school in the two national contexts, using amethodology that builds on Popkewitzís (2013; 2014) approach to politics of schooling.Our results show, first, that different policies on language and multilingualism becomevisible in policy documents for primary school teaching in Sweden and Luxembourg.Secondly, this article discusses what impacts these policies may have on matters of inclu-sion, exclusion, or abjection in STEM teaching contexts at primary schools.
The combination of language policies, the global testing industry, and the role of STEM subjects in school systems have been shown to undermine the inclusion of all pupils, especially with regard to language backgrounds. This lack of inclusion shows signs of developing into a point of systematic exclusion for those students. In this article we will consider the language policies in two national contexts, the Swedish and the Luxembourgish ones, and specifically examine issues of in(ex)clusion in relation to multilingualism in STEM teaching. This study analyzes policy documents on (1) inclusion, (2) language use, and (3) STEM teaching at school in the two national contexts, using a methodology that builds on Popkewitzís (2013; 2014) approach to politics of schooling. Our results show, first, that different policies on language and multilingualism become visible in policy documents for primary school teaching in Sweden and Luxembourg. Secondly, this article discusses what impacts these policies may have on matters of inclusion, exclusion, or abjection in STEM teaching contexts at primary schools.
Audience Elementary Secondary Education
Elementary Education
Author Bagger, Anette
Andersen, Katja N.
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  organization: University of Luxembourg and Örebro University, Sweden
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Snippet The combination of language policies, the global testing industry, and the role of STEM subjects in school systems have been shown to undermine the inclusion...
The combination of language policies, the global testing industry, and the role of STEMsubjects in school systems have been shown to undermine the inclusion of...
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StartPage 85
SubjectTerms discourse
Documents
Education
Educational Policy
Elementary Education
Elementary Schools
Foreign Countries
Inclusion
Language
language policy
Language Usage
multilingual learners
Multilingualism
Pedagogik
Policies
Political Influences
School Districts
Schools
STEM Education
STEM subjects
Technical education
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Title Language Policies in STEM Subjects: Triggering Inclusion, Exclusion, or Abjection?
URI https://www.degruyter.com/doi/10.2478/dcse-2023-0008
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Volume 14
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