Social Justice Language Teacher Education / edited by Margaret R. Hawkins.

Format:

Book

Contributor:

Hawkins, Margaret R., Editor.

Series:

Bilingual Education & Bilingualism

Language:

English

Subjects (All):

Language and languages--Study and teaching--Social aspects.

Language teachers--Training of.

Language and languages--Social aspects--Study and teaching.

Language and languages.

Language teachers.

Local Subjects:

Language and languages--Study and teaching--Social aspects.

Language teachers--Training of.

Physical Description:

1 online resource (188 p.)

Place of Publication:

Blue Ridge Summit, PA : Multilingual Matters, [2011]

Language Note:

English

Summary:

Social justice language teacher education is a response to the acknowledgement that there are social/societal inequities that shape access to learning and educational achievement. In social justice language teacher education, social justice is the driving force and primary organizational device for the teacher education agenda. What does “social justice” mean in diverse global locations? What role does English play in promoting or denying equity? How can teachers come to see themselves as advocates for equal educational access and opportunity? This volume begins by articulating a view of social justice teacher education, followed by language teacher educators from 7 countries offering theorized accounts of their situated practices. Authors discuss powerful components of practice, and the challenges and tensions of doing this work within situated societal and institutional power structures.

Contents:

Frontmatter

Contents

Contributors

Introduction

Chapter 1. Teacher Education for Social Justice

Chapter 2. Multimodality, Social Justice and Becoming a ‘Really South African’ Democracy: Case Studies from Language Classrooms

Chapter 3. Does Intercultural Bilingual Education Open Spaces for Inclusion at Higher Education?

Chapter 4. Education and Social Justice in Neoliberal Times: Historical and Pedagogical Perspectives from Two Postcolonial Contexts

Chapter 5. Enfranchising the Teacher of English through Action Research: Perspectives on English Language Teacher Education in Uganda

Chapter 6. Dialogic Determination: Constructing a Social Justice Discourse in Language Teacher Education

Chapter 7. Creating a School Program to Cater to Learner Diversity: A Dialogue between a School Administrator and an Academic

Chapter 8. Working for Social Justice in a Collaborative Action Research Group

Notes:

Description based upon print version of record.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 07. Jul 2020)

ISBN:

1-283-33337-6

9786613333377

1-84769-424-1

OCLC:

776588087