Criticality, Teacher Identity, and (In)equity in English Language Teaching
Issues and Implications
Editors: Yazan, Bedrettin, Rudolph, Nathanael (Eds.)
Free Preview- 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
Buy this book
- 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)
- Table of contents (15 chapters)
-
-
Introduction: Apprehending Identity, Experience, and (In)equity Through and Beyond Binaries
Pages 1-19
-
Glocalization, English as a Lingua Franca and ELT: Reconceptualizing Identity and Models for ELT in China
Pages 23-40
-
Power and Ownership Within the NS/NNS Dichotomy
Pages 41-56
-
Teachers’ Identities as ‘Non-native’ Speakers: Do They Matter in English as a Lingua Franca Interactions?
Pages 57-79
-
The (Re)Construction of Self Through Student-Teachers’ Storied Agency in ELT: Between Marginalization and Idealization
Pages 81-102
-
Table of contents (15 chapters)
Recommended for you
Bibliographic Information
- 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
- Series Volume
- 35
- Copyright
- 2018
- Publisher
- Springer International Publishing
- Copyright Holder
- Springer International Publishing AG, part of Springer Nature
- eBook ISBN
- 978-3-319-72920-6
- DOI
- 10.1007/978-3-319-72920-6
- Hardcover ISBN
- 978-3-319-72919-0
- Softcover ISBN
- 978-3-030-10287-6
- Series ISSN
- 1572-0292
- Edition Number
- 1
- Number of Pages
- XIII, 302
- Number of Illustrations
- 10 b/w illustrations
- Topics
