Articulating Identities -- The Role of English Language Education in Indian Universities

Autor/inn/en	Mahapatra, Santosh; Mishra, Sunita
Titel	Articulating Identities -- The Role of English Language Education in Indian Universities
Quelle	In: Teaching in Higher Education, 24 (2019) 3, S.346-360 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mahapatra, Santosh) ORCID (Mishra, Sunita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1547277
Schlagwörter	Universities; 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 + Suchen Sie Ihr Suchwort? University; Universität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Ethnizität; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Außenpolitik; Inder; Politics of education; Bildungspolitik; Technikunterricht
Abstract	This 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01