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Article summary:
1. This paper examines the issue of language used and taught in education as a dimension of inequality in the multilingual context of Pakistan.
2. The study found that the hegemony of English, its discriminatory distribution through schooling, and devaluation of local languages led to diminished opportunities for widening participation and access.
3. The paper highlights the importance of considering the political economy of languages chosen and taught in formal education when evaluating social justice in educational contexts.
Article analysis:
The article is generally reliable, as it is based on findings from a three-year study with 32 participants, which provides a good basis for its conclusions. However, there are some potential biases that should be noted. For example, the study only focused on secondary education in private and government schools in Pakistan, so it may not be applicable to other contexts or countries. Additionally, the article does not explore any counterarguments or present both sides equally; instead it focuses solely on one perspective (the implications of language use and teaching for inequality). Furthermore, there is no discussion of possible risks associated with language policies or any evidence provided to support the claims made about their effects on access and participation. Finally, there is some promotional content in the article as it emphasizes the importance of considering language policy when evaluating social justice in educational contexts.