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This focused case study analyses the roots of super-diversity in a place where immigration is an emerging phenomenon, Northwestern Spain (Galicia). It is characterized by a mostly rural population, an aging demographic, and a historically depressed economy. Yet the region has recently experienced a significant increase in immigration - a reversal of the region's historically pronounced trend of emigration. To understand immigration in its early stages, this book takes a historical approach that focuses on diversities that go beyond nationality. It explores local yet international phenomena such as different patterns of return migration, transnational community and familial relationships, and niche labour markets. The book takes a broad interdisciplinary perspective, drawing on sociology, anthropology, history, sociolinguistics, literature, and education, to provide a detailed case study analysis. While the case is specific, many other geographic regions will share some of the factors the book explores. Understanding how these factors interact will provide a useful point of contrast for analysing them in a range of other international contexts.

Whose voices are taken into account in language policy and planning and whose have been ignored or more actively silenced? This is the central question addressed in this book. What are the political and social factors that have helped to create these historical exclusions, in terms of endangerment and loss of traditional languages? What are the global influences on the local landscape of languages and linguistic rights? What are the implications for cultural heritage and identity? In analyzing these questions and reporting on research in an array of countries, the chapter authors also suggest ways forward toward designing more inclusive policies and practices in educational contexts, whether in the context of obligatory schooling or in less formal educational contexts. UNESCO estimates that at least 43% of the estimated 6000 languages spoken in the world are endangered. Such statistics remind us that the linguistic diversity that characterizes the human condition is a fragile thing, and that certain languages need to be cultivated if they are to survive into the 21st century and beyond. The chapters in this volume originated as presentations at the XV World Congress of Comparative Education Societies (Buenos Aires, Argentina, 2013). They represent several global regions, namely Africa, Asia, Europe, and North America. They provide analyses of language policy and politics at the local, regional, national and transnational levels, grass-roots linguistic revitalization initiatives, and the attitudes of minority and majority speakers toward minoritized languages and cultures and towards intercultural and multilingual education programs.

The No Outsiders team, a collaboration of primary education practitioners and university researchers, has taken groundbreaking steps in addressing lesbian, gay, bisexual and transgender equality in primary schools. This book continues Trentham's commitment to challenging homophobia and heterosexism in and through education and follows Atkinson and DePalma's account of sexualities equality in children's worlds in school and beyond: Invisible Boundaries - addressing sexualities equality in children's world. In'Interrogating Normativity'they and their colleagues from the ESRC-funded No Outsiders research team explore and analyse central issues which permeate the team's challenge to gender conformity through primary education. The need for primary teachers and other professionals working with children to address equality in relation to sexual orientation and gender expression is becoming increasingly urgent in the light of recent changes in UK legislation. The Civil Partnership Act (2006), the Equality Act (2007) and new legislative requirements for ensuring the active promotion of child wellbeing, gender equality and community cohesion all place demands on schools and support services which they are ill-equipped to meet. This book fills a gap by examining how we might go about addressing these demands.'Interrogating Heteronormativity in Primary Schools'brings together the wide-ranging expertise of the project's large research team, plus a chapter by Susan Talburt. It explores key themes related to the project's work: silence and speaking out; faith and culture; leadership and role-modelling; personal and emotional investment; gay rights/liberal humanist and queer perspectives; safety and risk-taking; the possibility of a queer pedagogy; and intersections between queer theory and practice. This academic companion to the team's practice-focused book drawing on the project teachers'classroom work,'Undoing Homophobia in Primary Schools', will be essential reading for all those in primary education who are concerned to challenge this last bastion of inequality, as well as for students and researchers in sociology, cultural studies, queer studies and related fields where the underlying discourses shaping heteronormativity and gender conformity require urgent analysis in the move towards a fairer society.

Children's experiences of lesbian, gay, bisexual and transgender identities in their families, communities, personal lives and schools were explored by researchers, practitioners, interest groups, policy makers and young people in this exciting and innovative project. They came together over 18 months until May 2007 and this book tells the stories that emerged. The narrative and analysis opens a new arena for those working with children and presents: new ways of conceptualising and overcoming homophobia and transphobia in educational settings; ideas about how to translate policy supporting sexualities equality into the experiences of children and their families; the voices of young LGBT people speaking about their experiences of childhood; fresh insights for people who work with children and may not have considered the importance and implications of sexualities equality for children's lives; and, a vital contribution to building a fairer society.The contributors include Mark Jennett, author of'Stand up for us', the British government guidelines on challenging homophobia in schools; Stephen Whittle, trans activist and professor of equalities law; members of Lesbian and Gay Youth Manchester; members of the No Outsiders research team challenging homophobia in primary schools; Sue Sanders, co-chair of Schools Out and teacher David Watkins. This is an important book for anyone living or working with children: parents, teachers, community workers, voluntary workers, and all those brought under the broad scope of children's services across the UK, and equivalent services elsewhere. It brings together the voices of people from many sectors who realise the urgency of addressing issues of sexualities equality as early as possible in young children's lives.