Overview
- Apprehends the discursive field of ELT as a site of local-global tension relating to who individuals “are,” and “can” and/or “should” be or become, in and beyond the classroom
- Explores divergent critical conceptualizations of, and approaches to, the discursive limitation and/or elimination of space for being and becoming in ELT and the context/s in which it is constructed
- Attends to the contextualized, glocal negotiation of identity and interaction in practice
- Includes supplementary material: sn.pub/extras
Part of the book series: Intercultural Communication and Language Education (ICLE)
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Table of contents (12 chapters)
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Front Matter
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Glocal Tensions: Negotiation and Construction of Education Attending to the Local and Global
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Front Matter
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Attending to the Contextualized, Glocal Negotiation of Identity and Instruction in Approaches to the “Classroom”
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Front Matter
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Keywords
About this book
This book employs the realm of English Language Teaching (ELT) as a discursive point of departure to explore how individuals, groups, entities and institutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows of people, ideas, information, goods, and technology. It apprehends and attends to tensions arising from the fluidly local-global construction and negotiation of borders of identity and interaction within a diverse array of contexts and English education therein. These tensions, whether conceptual or pedagogical, may arise in and through governmental and institutional policymaking, teacher training, or curriculum and materials development, and in the learning experience both within and beyond the classroom, as teachers and students engage with course content and each other.
Editors and Affiliations
About the editors
Nathanael Rudolph (PhD, University of Maryland) is an Associate Professor of TESOL and Applied Linguistics in the Department of English at Mukogawa Women’s University, in Nishinomiya, Hyogo, Japan. In and through his research and teaching, Nathanael advocates contextualized education that critically and practically accounts for and celebrates hybridity and diversity, in terms of identity and interaction. His specific interests relate to postmodern and poststructural approaches to teacher and learner identity, (in)equity in the field of ELT, and approaches to teacher education and classroom practice that challenge essentialized and idealized (non)nativeness.
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Bibliographic Information
Book Title: Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction
Book Subtitle: Issues and Implications
Editors: Ali Fuad Selvi, Nathanael Rudolph
Series Title: Intercultural Communication and Language Education
DOI: https://doi.org/10.1007/978-981-10-6421-0
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2018
Hardcover ISBN: 978-981-10-6420-3Published: 23 November 2017
Softcover ISBN: 978-981-13-4877-8Published: 25 December 2018
eBook ISBN: 978-981-10-6421-0Published: 03 November 2017
Series ISSN: 2520-1735
Series E-ISSN: 2520-1743
Edition Number: 1
Number of Pages: VII, 245
Number of Illustrations: 16 b/w illustrations
Topics: Language Education, Applied Linguistics