Overview
- 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
Part of the book series: Educational Linguistics (EDUL, volume 35)
Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (15 chapters)
-
Front Matter
-
Problematizing and Reifying Binaries: Conceptual Transitions
-
Front Matter
-
-
Towards Destabilizing Binaries: Problematizing Essentialization and Idealization
-
Front Matter
-
Keywords
About this book
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.
Reviews
“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)
Editors and Affiliations
Bibliographic Information
Book Title: Criticality, Teacher Identity, and (In)equity in English Language Teaching
Book Subtitle: Issues and Implications
Editors: Bedrettin Yazan, Nathanael Rudolph
Series Title: Educational Linguistics
DOI: https://doi.org/10.1007/978-3-319-72920-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2018
Hardcover ISBN: 978-3-319-72919-0Published: 05 April 2018
Softcover ISBN: 978-3-030-10287-6Published: 02 February 2019
eBook ISBN: 978-3-319-72920-6Published: 26 March 2018
Series ISSN: 1572-0292
Series E-ISSN: 2215-1656
Edition Number: 1
Number of Pages: XIII, 302
Number of Illustrations: 10 b/w illustrations
Topics: Language Teaching, Applied Linguistics, Language Education, Sociology of Education