Although the language policies in the six states are broadly consistent with the multicultural conception of citizenship granting cultural and linguistic group rights in education, the promotion of the mutual respect principle and interethnic contact are limited, as are individual choices for the language of instruction by both majorities and minorities. The problem with homogenising groups for policy purposes – even where there is a degree of interaction between the groups – is that interactions take place between individuals who classify each other exclusively in terms of belonging to specific ethnic or cultural communities.
“All you need to know about the ways in which a polity imagines and defines its members could be found in its education” (Hemon, 2012).
