Show simple item record

dc.contributor.authorHurwitz, Deena R.
dc.contributor.authorKambel, Ellen-Rose
dc.date.accessioned2020-07-29T16:24:16Z
dc.date.available2020-07-29T16:24:16Z
dc.date.issued2020
dc.identifier.urihttp://doi.org/20.500.11825/1707
dc.description.abstractDespite decades of scientific literature showing the benefits of multilingual programmes that allow children to learn through their mother tongue, millions of children around the world continue to be denied the right to be educated through a language they understand. Not only are home languages largely excluded from the official curriculum, but children belonging to ethnolinguistic minorities often are also prohibited and sometimes even punished for speaking their mother tongue on the school grounds. Contrary to what is generally believed by educators, preventing children from using their home language does not improve their educational performance, but rather has harmful social and emotional effects. After presenting examples of these practices in various countries, this article examines the human rights implications when students are banned from using their home language at school, by referring to the international instruments in force regarding children’s rights in education, with a focus on the European context and its relevant framework. We find that such practices violate the right to education, freedom of speech, and the right to be protected against direct and indirect racial and language-based discrimination. The Language Friendly School is introduced as a new initiative with the explicit aim of ending language-based punishment in education by 2030, the ‘deadline’ of the Sustainable Development Goals. While schools are the primary location where these practices take place, tackling the deep inequalities in education cannot be left to schools alone. We end our analysis with a call to action on governments to redress these violations of children’s rights, and to human rights educators, advocates and lawyers to hold them accountable. Key words: right to education; language-based exclusion and punishment; ethnolinguistic minorities; racial discrimination; mother tongue education; multilingual education
dc.description.sponsorshipRight Livelihood Foundation
dc.language.isoenen_US
dc.publisherGlobal Campus of Human Rightsen_US
dc.relation.ispartofseriesGlobal Campus Human Rights Journal;
dc.subjectlanguage
dc.subjectlinguistic minorities
dc.subjectchildren's rights
dc.subjectright to education
dc.subjectdiscrimination
dc.subjectmulticulturalism
dc.subjectpunishment
dc.titleRedressing language-based exclusion and punishment in education and the Language Friendly School initiativeen_US
dc.typeArticleen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

  • Volume 4 No 1
    Global Campus Human Rights Journal. Volume 4, No 1 (2020)

Show simple item record