Soft cover. Etat : New. Contents Preface. 1. Introduction situating the vernacular in a divisive postcolonial landscape. 2. Divisive postcolonial ideologies language policies and social practices. 3. Divisive and divergent pedagogical tools for vernacular and English medium students. 4. The divisive politics of divergent pedagogical practices. 5. The divisive politics of tracking. 6. Gulfs and bridges revisited hybridization nativization and other loose ends. Afterword. Appendices. References. Index. This book offers a situated exploration of the role of language policies in key educational sites in the Gujarat context. Specifically it discusses ways in which English and vernacular language policies are embedded and reified in a host of domains including textbooks curricular materials pedagogic practices institutional mandates and language ideologies all of which collude together to privilege the English medium Indian middle class and shut doors on vernacular medium students. By offering an in depth ethnographic account of how teachers and learners get positioned in these two educational tracks English medium and vernacular medium the book aims at calling attention to how power flows disproportionately across this most complex canvas. Language policies are inherently ideological and in the Indian context access to key educational sites and platforms tend to fall along class and caste lines. Given current globalizing surges the book also raises questions about who is left out and why and how issues of inequities stretch deep into subordinations that take form in a host of obvious and not so obvious ways. Gaining a nuanced fine grained understanding of these and related inequities is the first step in finding ways to ameliorate conditions. 144 pp. N� de r�f. du vendeur 61814

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