Criticality, Teacher Identity, and (In)equity in English Language Teaching
Issues and Implications
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Beschreibung
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.
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.
Offers conceptual and inquiry-based foundations that allow researchers, teacher educators, and teachers to address inequity in the field of English Language Teaching Serves as a discursive catalyst to encourage others to add their voices to the dialogue surrounding identity, privilege and marginalization in language education Equips the reader with tools to better address the conceptualization of privilege and marginalization in the teaching profession
Autor*in
Bedrettin Yazan
Themen in »Criticality, Teacher Identity, and (In)equity in English Language Teaching«
Teacher identity English language education Native speaker Ethnographic accounts of the negotiation of identity ELT professional English as a Lingua Franca ELT in China Multilingual classrooms
Stimmen zu »Criticality, Teacher Identity, and (In)equity in English Language Teaching«
“This volume is a great contribution in situating criticality at the intersection of postmodern and poststructural theory to language teacher identity research. … This book explores new grounds in teacher identity research and will be instrumental for researchers who are looking to move beyond the confinements of essentialization and idealization.” (Behzad Mansouri, Applied Linguistics, December 24, 2018)
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