An Apocalyptic Vision of Education, Narratives of Future in Migration

Education and the perplexing procedure of teaching language is the issue of controversy, where dislocation of individuals, cultures and ideologies articulate heterogeneous diasporic contexts. Subsequently, newly molded identities are formed by the interaction of socio-cultural host paradigms and migrated ones and teaching language to this newly formulated community is one of the greatest challenges of the future. The fabricated identities are the product of diverse sets of phenomena, such as racial, sexual, ethnic and cultural discrimination and stratification, by the mass culture and among their own communities teaching language to a generation that has access to internet and virtual space is a very difficult task. Nonetheless, they endorse a powerful motivating factor, a tremendous amount of hope, for a better future. Some are exposed to new conditions consciously and therefore would survive the harsh realities of migration, but many are vulnerable creatures, psychologically and financially. However, the next generations outlive, by promoting their economic and social status and emerge as powerful identities that would not only assimilate the dominant culture successfully, but influence and alter the existing paradigms of mass culture and education; thus, a shared identity is constituted that transcends the geographical borders. This study attempts to scrutinize the nature of diasporic identities and their role in generating a new vision of teaching language as an optimistic apocalyptic vision of the education in the world.