Identity, diversity and teaching for social justice.

Autor/in	Perumal, Juliet
Titel	Identity, diversity and teaching for social justice. Gefälligkeitsübersetzung: Identität, Vielfalt und das Lehren sozialer Gerechtigkeit.
Quelle	Bern: P. Lang (2007), 392 S.Verfügbarkeit
Reihe	Europäische Hochschulschriften. Reihe 11, Pädagogik. 934
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	0531-7398
ISBN	978-3-03910-872-5
Schlagwörter	Pädagogik; Autorität; Identität; Identitätsbildung; Feminismus; Frau; Lehrer; Schüler; Geschlecht; Sprache; Mehrsprachigkeit; Englisch; Macht; Soziale Gerechtigkeit; Konzept; Konzeption; Symbol; Student
Abstract	"In recent times, educational reformers have proposed ways of using education to reduce inequality, overcome discriminatory values and attitudes, and alleviate social problems. An increasing number of language theorists and practitioners contends that in order to reduce inequality it is essential to address the personal, cultural, and political implications of language teaching. Awareness of these factors activate the need to gain deeper insight into the personal and professional nuances of teachers' lives. The gap between sociolinguistic theory and educational practice points to the fact that linguists and educationists themselves carry the prejudices of particular social, ideological, cultural and geographical backgrounds. Who teaches what to whom, why and how affects curricular decisions which can thus become fraught with political allegiances; in this way the non-neutrality of language pedagogy is confirmed. Drawing from a suite of data sources the book explores the following questions: Do teachers' autobiographical experiences shape their professional identities? Does subscription to counter-hegemonic ideologies impact teachers' personal and professional positional and authority? What contributions can Feminist theorising make to language teaching in socially diverse classrooms? Through an exploration of these questions, the book gestures towards an imperative to re-think educative and pedagogic relationships and the politics of difference and dialogue in demographically diverse classrooms that subscribe to social redress agendas." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2008/1