ENGLISH

Isms in Language Education: Oppression, Intersectionality and Emancipation

By Damian J. Rivers (editor); Karin Zotzmann (editor)

Book information

Publisher
De Gruyter Mouton
Year
2017
ISBN
9781501503085, 9781501510823, 9781501502965
Language
english
Format
PDF
Filesize
1001 kB (1025533 bytes)
Series
Language and Social Life [LSL]; 11
Pages
282\282
Time added
2023-03-12 17:47:05

Description

This volume develops a comprehensive understanding of the manner in which dominant/emergent ideologies, discourses and social structures impact language education. The 17 chapters analyze the complex social dynamics of "isms" within language education and detail how such dynamics influence language education pedagogies and practices, institutional policies, intergroup subjectivities in addition to language proficiency achievements. Acknowledgements Contents Contributors Introduction. Bringing the ISMs into focus 1. The -isms as interpretive prisms: A pedagogically useful concept 2. Intersectionality from a critical realist perspective: A case study of Mexican teachers of English 3. Elitism in language learning in the UK 4. Native-speakerism and the betrayal of the native speaker language-teaching professional 5. Against ethnocentrism and toward translanguaging in literacy and English education 6. Cutting across the ideological split of capitalism/communism: Shcherba’s insights on foreign language education 7. Methodism versus teacher agency in TESOL 8. Academicism in language: “A Shelob’s web that devours and kills from inside” 9. Scientism as a linchpin of oppressing isms in language education research 10. Languaging and isms of reinforced boundaries across settings: Multidisciplinary ethnographical explorations 11. Heterosexism: A pedagogy of homophobic oppression 12. Occidental romanticism and English language education Index Addresses

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