Educational Rights Language Rights and Rights to a Plural Education

Abstract

Phillipson (1992) reminds us that “the primary goal of all declarations of human rights … is to protect the individual against arbitrary orunjust treatment” (93). Although concerns about human rights in general go back several centuries, the rights of minorities and linguistic rights in particular, have been given some serious attention only more recently. In the United States, the dominance of English has been taken for granted, at least until 1981 when Senator S. I. Hayakawa brought this issue before Congress, introducing—without any success—a constitutional amendment to make English official (Crawford 1992). I open with a very brief overview of the progress on linguistic human rights since the end of World War I, and how they address education. 1 These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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