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Copyright and Use of This Thesis This Thesis Must Be Used in Accordance with the Provisions of the Copyright Act 1968 COPYRIGHT AND USE OF THIS THESIS This thesis must be used in accordance with the provisions of the Copyright Act 1968. Reproduction of material protected by copyright may be an infringement of copyright and copyright owners may be entitled to take legal action against persons who infringe their copyright. Section 51 (2) of the Copyright Act permits an authorized officer of a university library or archives to provide a copy (by communication or otherwise) of an unpublished thesis kept in the library or archives, to a person who satisfies the authorized officer that he or she requires the reproduction for the purposes of research or study. The Copyright Act grants the creator of a work a number of moral rights, specifically the right of attribution, the right against false attribution and the right of integrity. You may infringe the author’s moral rights if you: - fail to acknowledge the author of this thesis if you quote sections from the work - attribute this thesis to another author - subject this thesis to derogatory treatment which may prejudice the author’s reputation For further information contact the University’s Director of Copyright Services sydney.edu.au/copyright Language Policy, Politics and Ideology in Mewat: Comparative Case Studies of Mewati in Two School Types Prerna Bakshi A thesis submitted in fulfillment of the requirements for the degree of Master of Arts (Research) Department of Linguistics University of Sydney August 2013 1 Declaration of Originality I certify that this thesis, submitted in fulfillment of the requirements for the award of Doctor of Philosophy in the Department of Linguistics, University of Sydney, does not incorporate without acknowledgement any material previously submitted for a degree or diploma in any university, and that to the best of my knowledge and belief it does not contain any material previously published or written by another person where due reference is not made in the text. This is also to certify that this thesis meets the University of Sydney’s Human Research Ethics Committee (HREC) requirements for the conduct of research. Name Signed Date Prerna Bakshi (BCA, MCA) 12 August 2013 2 Dedication I dedicate my work to the most precious and most dearest person of my life, Komilla Bakshi. My greatest supporter, my loving sister, who will always mean the world to me and who lives in my heart each day. Everything I am today is because of my most wonderful sister, my best teacher, who taught me in countless ways, more than words could ever explain. Words are not enough to explain how much I miss you. I love you so much my Komi, my Didi. You are always with me. Always. Acknowledgement I would like to thank several people for the completion of this dissertation. I would like to begin with thanking my first teachers, my parents, the most dearest people in my life, without whom I would never have completed this thesis. It is their love, support and blessings throughout all these years that has kept me going. I would truly be nothing without them. I would also like to thank my dearest friend and husband who has been especially understanding and supportive and encouraged me throughout this candidature. This dissertation would not have been possible without his invaluable help. I would like to express my sincere thanks to Dr Ahmar Mahboob for his efforts in supervising this research and to the University of Sydney for enabling me to pursue this project. I would like to extend my gratitude to IRRAD and the SRF Foundation for lodging facilities and for all their assistance. In particular, I would like to thank SRF Foundation for providing me an opportunity to spend time at the Udaan residential centre responsible for providing education to girls in Mewat. I grew attached to the lovely girls who became like my younger sisters and from whom I learnt so much. It was an opportunity that I will truly never forget. Thanks to all the participants for generously giving me their time and for opening up to me. My heartfelt thanks to all the wonderful people in Mewat whom I met during the fieldwork. A special thanks to Mohd. Saleem Sahab for giving me his time and for introducing me to Farukh Ji who has been exceptionally warm to me and provided me great help. My heartfelt thanks to Farukh ji and Sahil for everything. 3 Table of Contents Declaration of Originality ........................................................................................................................ 2 Dedication ............................................................................................................................................... 3 Acknowledgement .................................................................................................................................. 3 Table of Contents .................................................................................................................................... 4 Abstract ................................................................................................................................................... 8 Chapter 1 – Introduction To The Study ................................................................................................. 10 1.0 Introduction ................................................................................................................................ 10 1.1 The Problem and Research Questions ........................................................................................ 12 1.2 The Vicious Circle of Language Disadvantage ............................................................................. 13 1.3 LiEP in India: Historical Overview ................................................................................................ 14 1.4 Mewat, Mewati and Meos .......................................................................................................... 17 1.4.0 Mewat district ...................................................................................................................... 17 1.4.1 Mewati ................................................................................................................................. 18 1.4.2 The Meo tribe ...................................................................................................................... 19 1.5 Purpose of the Study ................................................................................................................... 19 1.6 Thesis Outline .............................................................................................................................. 20 1.7 Summary ..................................................................................................................................... 21 Chapter 2 - Literature Review ............................................................................................................... 22 2.0 Introduction ................................................................................................................................ 22 2.1 Language Policy and Planning (LPP) ............................................................................................ 22 2.2 Types of Language Planning ........................................................................................................ 23 2.3 Orientations to Language Planning ............................................................................................. 24 2.3.0 Language as a problem ........................................................................................................ 25 2.3.1 Language as a right .............................................................................................................. 25 2.3.2 Language as a resource ........................................................................................................ 25 2.4 Approaches to Language Planning and Policy ............................................................................ 27 2.5 Language Policy Model ............................................................................................................... 29 2.6 Mother Tongue based Education: Concerns, Responses, and Reflections ................................. 32 2.7 Mother Tongue based Multilingual Education Research Studies ............................................... 37 2.7.0 Papua New Guinea (PNG) .................................................................................................... 37 2.7.1 Nigeria .................................................................................................................................. 38 2.7.2 India ..................................................................................................................................... 39 4 2.8 Summary ..................................................................................................................................... 39 Chapter 3 - Methodology ...................................................................................................................... 41 3.0 Introduction ................................................................................................................................ 41 3.1 Contextual background ............................................................................................................... 41 3.2 The Researcher ........................................................................................................................... 42 3.3 The Research Design
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