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AutorenMahapatra, Santosh; Mishra, Sunita
TitelArticulating Identities -- The Role of English Language Education in Indian Universities
QuelleIn: Teaching in Higher Education, 24 (2019) 3, S.346-360 (15 Seiten)
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ZusatzinformationORCID (Mahapatra, Santosh)
ORCID (Mishra, Sunita)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1356-2517
DOI10.1080/13562517.2018.1547277
SchlagwörterUniversities; English (Second Language); Language Role; Second Language Learning; Second Language Instruction; Foreign Countries; Ethnicity; Self Concept; Disadvantaged; Teaching Methods; Foreign Policy; Indians; Educational Policy; Technical Education
AbstractThis paper analyses how community, national and ethnic identities are affirmed, negotiated, marginalized as a part of hegemony-making and resistance in the context of English education in Indian universities. We argue and demonstrate that a complex and ambivalent hegemony that has been operational since the colonial times, continues to shape English education in India. Today, English and English education play a major role in articulating, binding and dividing multiple identities and knowledge systems. In the first part of the paper, we critically review debates and discussions on the significance of English language education in institutes of higher education in India. Specifically, we focus on discourses on the rationale behind continuing and contesting English education. The second part examines how in the postmodern context, English is being taught differently to different groups and highlights how these contexts of teaching have been defining knowledge systems, patterns of dominance and also, articulating resistance. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/2/05
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