ABSTRACT
The 2014 Language Policy thematic issue edited by Davis (Volume 13, Issue 2) introduced Engaged Language Policy and Practices (Davis, 2014) as an alternative approach to language policy studies. We draw on this earlier conceptualization toward a more in-depth and nuanced understanding of the political, individual, and ideological nature of engaged language policy-making and practices. We further hold that “it is situated action-collaboratively designing and doing social welfare equity-that brings substantive meaning to our language policy and planning endeavors” (Davis, 2014, p. 83). Thus, this book is designed to address the need for “critically informed and informing transformative dialogue within and across ideological, institutional, and situational spaces” towards realizing equitable policies (Davis, 2014, p. 83). Our engaged language policy and practices (ELP) approach involves documenting the processes involved in advocating for the means by which inequitable policies are created and equitable policies are shaped, planned, and implemented. Central to this approach is engagement of all concerned, such as government officials, educators, community members, and students, in dialogue and action toward equitable language policies and education. Our ELP perspective is further informed by a range of theories that include critical analyses (e.g., Bakhtin, 1981; Bourdieu, 1991; Gramsci, 1971; Habermas, 1981; Harvey, 2005), transformative education (e.g., Freire, 1970; hooks, 1994), engaged anthropology (e.g., Hymes, 1969; Low & Merry, 2010), and engaged ethnographic approaches to language policy and practices (e.g., Canagarajah, 2006; Gegeo & Gegeo, 2013; McCarty, 2011; Tollefson, 2013). These and other theories provide the means by which to deconstruct marginalizing ideologies and promote dialogic actions toward equitable policies and practices.
