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Criticality, teacher identity, and (...

Rudolph, Nathanael.

Criticality, teacher identity, and (in)equity in English language teachingissues and implications /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Criticality, teacher identity, and (in)equity in English language teachingedited by Bedrettin Yazan, Nathanael Rudolph.
Reminder of title:	issues and implications /
other author:	Yazan, Bedrettin.
Published:	Cham :Springer International Publishing :2018.
Description:	xiii, 302 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	English languageStudy and teaching.
Online resource:	http://dx.doi.org/10.1007/978-3-319-72920-6
ISBN:	9783319729206$q(electronic bk.)

Criticality, teacher identity, and (in)equity in English language teachingissues and implications /
Criticality, teacher identity, and (in)equity in English language teachingissues and implications /[electronic resource] :edited by Bedrettin Yazan, Nathanael Rudolph. - Cham :Springer International Publishing :2018. - xiii, 302 p. :ill., digital ;24 cm. - Educational linguistics,v.351572-0292 ;. - Educational linguistics ;v.15..

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.

ISBN: 9783319729206$q(electronic bk.)

Standard No.: 10.1007/978-3-319-72920-6doiSubjects--Topical Terms:

179371
English language
--Study and teaching.

LC Class. No.: LB1576 / .C758 2018

Dewey Class. No.: 428.0071

Criticality, teacher identity, and (in)equity in English language teachingissues and implications /
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520 $a 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.
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