|Author(s)||Dooly, M. et al|
|Editor||A. Ross & P. Cunningham, Reflecting on Identities: Research, Practice and Innovation|
This report tries to understand the ways in which minority language issues emerge in educational agendas –both in policy or practice- and to consider the impact diverse perspectives of language practices have on policy and practice outcomes. In this thematic report – which is part of the EPASI in Europe project - we first sketch out the theoretical framework used and in order to do this, we start with the idea that there is a dialogue between social theory and linguistic theory. In our approach to policy, discourse is understood as a conceptualisation of reality at a particular point in time – in other words, any discourse holds certain ideas that are legitimated by logic appropriate to the discourse in question.