Theorizing school-based language activism in the Basque Country and beyond

Abstract

In this chapter I draw on the insights of social movement theory in order to propose an analytical approach to the study of school-based minority language revitalization movements. In particular, I propose a framework that centers on resource mobilization theory [henceforth ‘RMT’]. RMT posits that the relative ‘success’ of any movement hinges heavily upon the capacity of actors to marshal forth empowering forms of capital or ‘resources’ within a broader landscape of structural limitations and possibilities (Buechler, 1993, Edwards McCarthy, 2004; McCarthy Zald, 1987).