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Education, language and identity

Clots-Figueras, I., Masella, P. (2013) Education, language and identity. Economic Journal, 123 (570). F332-F357. ISSN 0013-0133. (doi:10.1111/ecoj.12051) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1111/ecoj.12051

Abstract

The process of individual identity formation is still an enigma, as is the capacity of public bodies to intervene in it. In 1983, the Catalan education system became bilingual, and Catalan, along with Spanish, was taught in schools. Using survey data from Catalonia we show that respondents who have been exposed for a longer time period to teaching in Catalan have stronger Catalan feelings. The effect also appears to be present among individuals whose parents do not have Catalan origins; in addition the reform affects political preferences and attitudes towards the organisation of the State. © 2013 Royal Economic Society.

Item Type: Article
DOI/Identification number: 10.1111/ecoj.12051
Uncontrolled keywords: education, identity construction, language, teaching, Catalonia, Spain
Subjects: H Social Sciences > HB Economic Theory
Divisions: Faculties > Social Sciences > School of Economics
Depositing User: Irma Clots-Figueras
Date Deposited: 18 Jul 2019 11:26 UTC
Last Modified: 01 Aug 2019 10:45 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/75374 (The current URI for this page, for reference purposes)
Clots-Figueras, I.: https://orcid.org/0000-0003-3859-0838
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