Criticality, Teacher Identity, and (In)equity in English Language Teaching

Issues and Implications

Nonfiction, Reference & Language, Language Arts, Linguistics, Education & Teaching, Teaching, Teaching Methods
Cover of the book Criticality, Teacher Identity, and (In)equity in English Language Teaching by , Springer International Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9783319729206
Publisher: Springer International Publishing Publication: March 26, 2018
Imprint: Springer Language: English
Author:
ISBN: 9783319729206
Publisher: Springer International Publishing
Publication: March 26, 2018
Imprint: Springer
Language: English

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue. 

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue. 

More books from Springer International Publishing

Cover of the book Structural Information and Communication Complexity by
Cover of the book Economic Transformation and Business Opportunities in Asia by
Cover of the book A Critical Appraisal of Karl Olivecrona's Legal Philosophy by
Cover of the book Responsible Research Practice by
Cover of the book Software for Exascale Computing - SPPEXA 2013-2015 by
Cover of the book The Art of Structuring by
Cover of the book The Chemistry of Frozen Vegetables by
Cover of the book Sustainable Agriculture Reviews 34 by
Cover of the book Endoscopy in Pediatric Inflammatory Bowel Disease by
Cover of the book Better Decision Making in Complex, Dynamic Tasks by
Cover of the book Microorganisms in Foods 7 by
Cover of the book Heterodox Investment Theory by
Cover of the book Chaos, Complexity and Leadership 2014 by
Cover of the book Behaviour of Lithium-Ion Batteries in Electric Vehicles by
Cover of the book Homogeneous Catalysis with Renewables by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy