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Language Rights for Educational Justice and Peace: On Preserving Self-Identities
Abstract
This chapter addresses the intersection of language rights and education through the lens of justice. The main purpose is to conceptualize and ethically frame different approaches to educational language rights. By comparing different theories of justice - including welfarism, resourcsism, and the capabilities approach, it argues that the capabilities approach is particularly well-suited for recognizing and supporting the diverse identities of students throughout the learning process. This aligns closely with the principle of multiculturalism, which promotes diversity and upholds language rights. Accordingly, the capabilities approach is presented as the most ethically appropriate framework for advocating language rights of plurilingual students. The chapter also seeks to justify Global Citizenship Education (GCE) and Peace Education (PE) as models that effectively combine liberal universalism with cultural particularism, advancing language rights under the principle of “relative universality”.
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