Authority and morality in advocating heteroglossia

2019 ◽  
Vol 1 (1) ◽  
pp. 83-105 ◽  
Author(s):  
Jürgen Jaspers
Keyword(s):  
Language Policy ◽  
Policy Making ◽  
Linguistic Diversity ◽  
Applied Linguistics ◽  
Public Debate ◽  
Evidence Based ◽  
Value Conflict ◽  
Academic Pressure ◽  
Linguistic Citizenship

Abstract In this article I address the fact that influential strands in socio- and applied linguistics advocate heteroglossic policies in education and other monolingually organised domains without extending this heteroglossia to public debate about language policy. Often this occurs by presenting linguistic diversity to relevant stakeholders as natural and real, or as the only option on account of its proven effectiveness. I argue that this strategy removes options from the debate by framing it as a scientific rather than political one, that it confronts stakeholders with academic pressure and blame, and that this may diminish scholars’ impact on policy making. Using examples from research on translanguaging, repertoires, and linguistic citizenship, I will suggest that scholars may be more effective in contexts of value conflict when their knowledge serves to expand rather than reduce the range of alternatives for stakeholders. Focusing on education I will then explore how we may reclaim language policy from an evidence-based discourse and address matters of value besides matters of fact.

The SORS Decision-Making Support System: A statistical tool for better policy making in the Republic of Serbia

2021 ◽  
pp. 1-11
Author(s):  
Miladin Kovačević ◽  
Katarina Stančić
Keyword(s):  
Policy Making ◽  
Modern Society ◽  
Monitoring And Evaluation ◽  
Public Debate ◽  
Statistical Tool ◽  
The Public ◽  
System A ◽  
The Republic ◽  
Trusted Data

Modern society is witnessing a data revolution which necessarily entails changes to the overall behavior of citizens, governments and companies. This is a big challenge and an opportunity for National Statistics Offices (NSOs). Especially after the outbreak of COVID-19, when the public debate about the number of mortalities and tested and infected persons escalated, trusted data is required more than ever. Which data can modern society trust? Are modern societies being subjected to opinion rather than fact? This paper introduces a new statistical tool to facilitate policy-making based on trusted statistics. Using economic indicators to illustrate implementation, the new statistical tool is shown to be a flexible instrument for analysis, monitoring and evaluation of the economic situation in the Republic of Serbia. By taking a role in public policy management, the tool can be used to transform the NSO’s role in the statistical system into an active participant in public debate in contrast to the previous traditional, usually passive role of collecting, processing and publishing data. The tool supports the integration of statistics into public policies and connects the knowledge and expertise of official statisticians on one side with political decision makers on the other.

A more evidence based approach to the use of surrogate end points in policy making

BMJ ◽  
2011 ◽  
Vol 343 (oct25 3) ◽  
pp. d6498-d6498 ◽  
Author(s):  
O. Ciani ◽  
R. S. Taylor
Keyword(s):  
Policy Making ◽  
Evidence Based ◽  
End Points

Rethinking Language Education policy in the Context of Multilingual/ Multicultural English

2021 ◽  
Vol X (2) ◽  
pp. 49-53
Author(s):  
Aicha Rahal ◽  
Keyword(s):  
Education Policy ◽  
Language Policy ◽  
Linguistic Diversity ◽  
Native Language ◽  
Language Education ◽  
Influential Factors ◽  
World Englishes ◽  
Policy Outcomes ◽  
Language Education Policy ◽  
Global English

Globalization has brought about a phenomenal spread of English. This spread has led to the emergence of the newborn varieties which has created serious challenges to language teaching pedagogy and language education policy. Bangbose (2003) has clearly pointed to this issue, stating “as researchers in world Englishes, we cannot consider our job done if we turn a blind eye to the problems of educational failure or unfavorable language policy outcomes” (as cited in the Council of Europe, 2007, p. 31). It seems that there is a mismatch between the advances that happened in the field of applied linguistics and language education policy. This paper focuses on language education policy in the context of global English because it is considered one of the influential factors in the gap between English lingua franca reality and English as a native language. First, it gives a brief overview of the recent situation with regard to English and shows the recent reality of multilingual English and its multifarious aspect (Rahal, 2018 & 2019). It also discusses the conceptual gap in language education policy. It points to the conceptual gap between the sociolinguistic reality of English and the language education policy that is still oriented towards English as a native language. Then, the paper points to the need for a language policy that includes linguistic diversity.

Can Complexity Move UK Policy beyond ‘Evidence-Based Policy Making’ and the ‘Audit Culture’? Applying a ‘Complexity Cascade’ to Education and Health Policy

2011 ◽  
Vol 60 (1) ◽  
pp. 20-43 ◽  
Author(s):  
Robert Geyer
Keyword(s):  
Health Policy ◽  
Policy Making ◽  
Policy Response ◽  
Evidence Based ◽  
Visual Metaphor ◽  
Negative Effects ◽  
Audit Culture ◽  
Education And Health ◽  
Evidence Based Policy ◽  
The Uk

For much of the twentieth century UK public policy has been based on a strong centralist, rationalist and managerialist framework. This orientation was significantly amplified by New Labour in the 1990s and 2000s, leading to the development of ‘evidence-based policy making’ (EBPM) and the ‘audit culture’ – a trend that looks set to continue under the current government. Substantial criticisms have been raised against the targeting/audit strategies of the audit culture and other forms of EBPM, particularly in complex policy areas. This article accepts these criticisms and argues that in order to move beyond these problems one must not only look at the basic foundation of policy strategies, but also develop practical alternatives to those strategies. To that end, the article examines one of the most basic and common tools of the targeting/audit culture, the aggregate linear X-Y graph, and shows that when it has been applied to UK education policy, it leads to: (1) an extrapolation tendency; (2) a fluctuating ‘crisis–success' policy response process; and (3) an intensifying targeting/auditing trend. To move beyond these problems, one needs a visual metaphor which combines an ability to see the direction of policy travel with an aspect of continual openness that undermines the extrapolation tendency, crisis–success policy response and targeting/auditing trend. Using a general complexity approach, and building on the work of Geyer and Rihani, this article will attempt to show that a ‘complexity cascade’ tool can be used to overcome these weaknesses and avoid their negative effects in both education and health policy in the UK.

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