. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Documents about the work Peau noire, masques blancs (1952) / Frantz Fanon (1925-1961) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Pages in data.bnf.fr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Related authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 This page in data.bnf.fr lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Sources and references . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Link to the main catalogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Sources

Peau noire, masques blancs

This is a review of Towards openly multilingual policies and practices: assessing minority language maintenance across Europe (Linguistic Diversity and Language Rights), by Johanna Laakso, Anneli Sarhimaa, Sia Spiliopoulou Akermark and Reetta Toivanen, Bristol/Buffalo, Multilingual Matters, 2016, xvi + 259 pp., £99.95 (hbk); ISBN 978-1-78309-495-0

Towards openly multilingual policies and practices: assessing minority language maintenance across Europe (Linguistic Diversity and Language Rights)

The book’s simplicity and easy readability is one of the strengths despite the disjointed chapters. A few portions of the book may well inform a lot of pedagogic practice about young children. Some intuitive insights shared with the reader are how the author learnt to read herself and how the first six years of childhood form a sensitive period in child development. The understanding of the fact that the tribal children displayed lesser aggression, violence and its indirect but pertinent link with restricted school spaces creating aggression among children is appreciable. Till the time that all children in our country feel happy about coming to school, perhaps we need to be reminded time and again that no child is unteachable or untouchable.

A.L. Khanna

Papers

Review: Linguistic Genocide in Education - or World Wide Diversity and Human Rights?: