A Critical Intercultural Stance from the Margins: EFL Education in a Conflict-Ridden Context

Autor/in	Awayed-Bishara, Muzna
Titel	A Critical Intercultural Stance from the Margins: EFL Education in a Conflict-Ridden Context
Quelle	In: Language and Intercultural Communication, 21 (2021) 4, S.515-529 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Awayed-Bishara, Muzna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2021.1957910
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Arabs; Dialogs (Language); Intercultural Communication; Educational Policy; Ethnography; Language Teachers; Classroom Communication; Teacher Attitudes; Political Attitudes; Disadvantaged; Power Structure; Conflict; Critical Theory; Case Studies; Minority Groups; Foreign Countries; Grade 11; High School Students; Student Attitudes; Israel + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Arab; Araber; Dialog; Dialogs; Dialogue; Dialogues; Interkulturelle Kommunikation; Politics of education; Bildungspolitik; Ethnografie; Language teacher; Sprachunterricht; Klassengespräch; Lehrerverhalten; Political attitude; Politische Einstellung; Konflikt; Kritische Theorie; Case study; Fallstudie; Case Study; Ethnische Minderheit; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten
Abstract	This article offers a critical intercultural perspective to English as a Foreign Language (EFL) education inspired by Freire's conceptualisation of dialogue required in contexts where teachers must comply with hegemonic language policies. Drawing on an ethnographic study with Yusef, a Palestinian-Arab EFL teacher in Israel, I examine how intercultural critical dialogue within EFL education is seen from the margins. Analysis of interviews, classroom interactions, and policy documents underscores the political agency of Yusef and his students and their response to imposed linguistic/educational subjectivities. Undertaking a critical intercultural stance enables marginalised communities to deconstruct their invisibility and contest asymmetrical power divisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01