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|a The relationship between language and identity, in particular national identity, is strong and important. It has led to the formulation of policies both denying linguistic rights as well as recognising and promoting them on the part of governments and politicians. In this article I examine how educational policy and practice reflects the objectives of governments in creating national identity. In particular I explore the fortunes of linguistic minorities in terms of their recognition in national education systems across the Spanish-speaking world. I look at Spain in detail, on the one hand, focussing on the post-Franco policies in the linguistic minority communities, and at certain Latin American states (Mexico, Peru, Bolivia), on the other, where the existence of indigenous minorities is a constant challenge for the creation of (homogeneous) post-colonial nation-states. I start with a review of the more general issues relating to language and education in multilingual societies, and, in particular, the role and power of language in education systems, looking at the different models of bi(multi)lingual education and their potential achievements.
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