BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:18196-da3bff2388f0b5ec861c06de86638ba9@events.la.psu.edu DTSTAMP:20260307T154656Z DTSTART;TZID=America/New_York:20260128T123000 DTEND;TZID=America/New_York:20260128T133000 SUMMARY:African Studies Brown Bag Series: Edwin Dartey DESCRIPTION:\nMultilingualism has long shaped African social life\, yet schooling in Ghana continues to privilege English in ways that reflect e nduring colonial legacies (Bamgbose\, 2014\; Heugh\, 2005). Children arr ive in classrooms with rich linguistic resources grounded in community\, culture\, and indigenous knowledge\, but language policy often determin es the forms of speech and ways of being that are recognized as legitima te (Owu-Ewie\, 2006). In this presentation\, Dartey reflects on his diss ertation research on multilingual education in Ghanaian elementary schoo ls to consider how language policies are lived\, interpreted\, and negot iated in everyday classroom practice. Drawing on Frantz Fanon’s theoriza tion of the colonial encounter\, he approaches language as a site of rac ialized identity formation and ideological control. He places this in co nversation with Afro-communitarian philosophical frameworks of personhoo d\, which view language as a shared\, ethical\, and relational resource. Together\, these frameworks allow us to think through multilingual clas sroom practices as decolonial possibilities that sustain cultural contin uity\, challenge monolingual norms\, and affirm collective humanity in p ostcolonial Black educational contexts.\n\nFor more details: https://eve nts.la.psu.edu/event/afr-brown-bag-series-edwin-dartey/ X-ALT-DESC;FMTTYPE=text/html:

Multilingualism has long shaped African social life, yet schooling in Ghana continues t o privilege English in ways that reflect enduring colonial legacies (Bam gbose, 2014; Heugh, 2005). Children arrive in classrooms with rich lingu istic resources grounded in community, culture, and indigenous knowledge , but language policy often determines the forms of speech and ways of b eing that are recognized as legitimate (Owu-Ewie, 2006). In this present ation, Dartey reflects on his dissertation research on multilingual educ ation in Ghanaian elementary schools to consider how language policies a re lived, interpreted, and negotiated in everyday classroom practice. Dr awing on Frantz Fanon’s theorization of the colonial encounter, he appro aches language as a site of racialized identity formation and ideologica l control. He places this in conversation with Afro-communitarian philos ophical frameworks of personhood, which view language as a shared, ethic al, and relational resource. Together, these frameworks allow us to thin k through multilingual classroom practices as decolonial possibilities t hat sustain cultural continuity, challenge monolingual norms, and affirm collective humanity in postcolonial Black educational contexts.

F or more details: https://events.la.psu.edu/event/afr-brown-bag-seri es-edwin-dartey/

LOCATION:335 Willard Building END:VEVENT END:VCALENDAR