The Politics of Naming: Critiquing "Learner-Centred" and "Teacher as Facilitator" in English Language and Humanities Classrooms

Autor/in	Ha, Phan Le
Titel	The Politics of Naming: Critiquing "Learner-Centred" and "Teacher as Facilitator" in English Language and Humanities Classrooms
Quelle	In: Asia-Pacific Journal of Teacher Education, 42 (2014) 4, S.392-405 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.956048
Schlagwörter	Student Centered Curriculum; Teacher Role; Facilitators (Individuals); English (Second Language); Humanities Instruction; Teacher Attitudes; Teaching Methods; Critical Thinking; Democratic Values; Equal Education; Foreign Countries; Longitudinal Studies; Interviews; Asia + Suchen Sie Ihr Suchwort? Lehrerrolle; English as second language; English; Second Language; Englisch als Zweitsprache; Geisteswissenschaftlicher Unterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Asien
Abstract	"Learner-centred" and "teacher as facilitator," among the most influential concepts (re)shaping education over the past decades, are often represented as bringing democratic participation, equality, and empowerment to learners and helping transform and liberate societies. At the same time, these concepts are constructed in binary terms with "teacher-centred" and "teacher as authority" projecting the two ends as being mutually exclusive. Drawing on data collected through interviews and scholarly works from teachers teaching Humanities and Teaching English to Speakers of Other Languages (TESOL) in Asian and English-speaking Western universities, this article examines their positionings, mode, and form of critique/criticality of learner-centred education. It demonstrates in what ways equality as the starting point (Ranciere) is not embedded in how learner-centred education has largely been promoted in these contexts. As well, while Ranciere's concepts of equality and dissensus may empower those seen as marginalised and disadvantaged, these concepts fail to acknowledge the multiplicities and dynamics of positions of those presupposed to be "powerful" and "privileged." (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10