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This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.
This timely and critical look at the teaching of English shows how language is used to create hierarchies of cultural privilege in public schools across the United States. Drawing on the work of four ESL teachers who pursued anti-racist pedagogical practices during their first year of teaching, the author provides a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. She combines current research and original analyses to shed light on real classroom situations faced by teachers of linguistically diverse populations. This book will help pre- and inservice teachers to think about such challenges as differential achievement between language learners and “native-speakers”; hierarchies of languages and language varieties; the difference between an accent identity and an incorrect pronunciation; and the use of students’ first languages in English classes. An important resource for classroom teaching, educational policy, school leadership, and teacher preparation, this volume includes reflection questions at the end of each chapter. “This is an important and timely book. How to best educate new Americans, including the best language policies, is a matter of controversy and dissent. Race, Empire, and English Language Teaching is must reading for teachers and school administrators, policymakers, and concerned citizens who are interested in a deeper understanding of how anti-racist pedagogical practices and culturally responsive teaching can work to engage all students moving forward.” —Marcelo M. Suárez-Orozco, dean and distinguished professor of education, UCLA Graduate School of Education & Information Studies, co-author of Learning a New Land “Foregrounding teachers’ voices, Motha lucidly conceptualizes ideological facets of teaching English—monolingualism, native speakerism, and standard language—as racialized practices that undergird colonial power and contradict pluricentric understandings of English. Her analysis is intellectually robust, morally engaging, and discursively accessible. This is a must-read for all ESL professionals.” —Ryuko Kubota, professor, Department of Language and Literacy Education, The University of British Columbia Suhanthie Motha is assistant professor in the Department of English at the University of Washington, Seattle.
Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education brings together scholarship that employs an intersectionality methodology to actual conditions that affect school-age children, teachers and teacher educators in relation to institutional systems of power and privilege.
Teacher identity is shaped by recognition or its absence, often by misrecognition of others. Recognition as a teacher, or the strong and complex identification with one’s professional culture and community, is necessary for a positive sense of self. Increasingly, teachers are entering educational settings where difference connotes not equal, better/worse, or having more/less power over resources. Differences between discourses of identity are braided at many points with a discourse of racism, both interpersonal and structural. Teacher Identity and the Struggle for Recognition examines the nature of identity and recognition as social, cultural, and political constructs. In particular, the contributing authors to the book present discussions of the professional work necessary in teacher preparation programs concerned with preparing teachers for the complexities of teaching in schools that mirror an increasingly diverse society. Importantly, the authors illuminate many of the often problematic structures of schooling and the cultural politics that work to define one’s identity – drawing into specific relief the nature of the struggle for recognition that all face who choose to entering teaching as a profession.
This volume promotes the widespread application of Critical Race Theory (CRT) to better prepare K–12 teachers to bring an informed asset-based approach to teaching today’s highly diverse populations. The text explores the tradition of CRT in teacher education and expands CRT into new contexts, including LatCrit, AsianCrit, TribalCrit, QueerCrit, and BlackCrit. “Critical Race Theory in Teacher Education has put forth a challenge that requires all of our attentions. Not only does this work have important implications for teaching and learning in schools, it provides an epistemological and moral call for us to do justice work with a global framework that captures, reclaims, and restores our humanity.” —From the Foreword by Tyrone C. Howard, Graduate School of Education and Information Studies, The University of California, Los Angeles “Han and Laughter have assembled an amazing group of scholars and practitioners merging the fields of Critical Race Theory and teacher education This original work has taken us down some important pathways as we train educators to serve all communities and communities of color in particular This is a remarkable, compelling, and insightful book.” —Daniel Solorzano, Graduate School of Education and Information Studies, The University of California, Los Angeles Contributors include Cynthia Brock, Rob Hattam, Lamar L. Johnson, Cheryl E. Matias, Gwendolyn Thompson McMillon, H. Richard Milner, IV, Andrew Peterson, Rebecca Rogers, Eric D. Teman
English teacher educators argue the need to reshape English Education programs by offering transformative discussion that promote “Critical Race English Education” which centers race and racism and examines the role of language and literacy in disrupting existing power relations (Baker-Bell, Butler, & Johnson, 2017). This study explored four secondary English preservice teachers understandings of race in education under a Critical Race Theory lens. Through narrative inquiry, their stories revealed how they constructed and made meaning of their racial identities and how these identities informed their practices and instructional decisions as English teachers. By inviting preservice teachers to confront their experiences with race and racism in education, they were able to articulate and address key issues like whether and how they empower marginalized voices, validate out-of-school literacies/identities, remove linguistic barriers, and critique oppressive systems by reading and writing the world to consciously transform our realities (Freire, 1985). The findings demonstrated the importance of analyzing family influences on a prospective teachers racial and teacher identity and the urgency of developing racial literacy skills in English education. How we approach critical race consciousness has real implications towards teaching our marginalized students.
In this book, Janet Alsup reports and theorizes a multi-layered study of teacher identity development. The study, which followed six pre-service English education students, was designed to investigate her hypothesis that forming (or failing to form) a professional identity is central in the process of becoming an effective teacher. This work addresses the intersection of various types of discourse within the process of professional identity development, emphasizes that the intersection of the personal and professional in teacher identity formation is more complex than is acknowledged in typical methods classes, and accents the need for teacher educators to take steps to facilitate such integration. Specific suggestions for methods courses are presented that teacher educators can use as is or adapt to their own contexts. Teacher Identity Discourses: Negotiating Personal and Professional Spaces speaks eloquently to faculty, researchers, and graduate students across the field of teacher education.
This book showcases how teacher educators from diverse backgrounds, contexts, and realities approach English language teacher education with a critical stance. Organized into nine parts that explore different facets of English Language Teaching, each section opens with theoretical considerations chapters and features 24 practical application chapters. Written by renowned scholars including Graham Hall, Lili Cavalheiro, and Mario López Gopar, among others, the theoretical considerations chapters offer concise insights into current issues and controversies in the field, point out opportunities for criticality, and discuss implications for teacher education. Written by critically-oriented teacher educators/researchers from various parts of the world including Brazil, Germany, Morocco, Sweden, Turkey, and the USA, among others, the practical application chapters exhibit various ways to incorporate critical approaches in reshaping current teacher education practices (ranging from critical and queer pedagogy to translanguaging to multilingualism) along with a critical reflection of the potentials and the challenges involved in their application.
This book is about the challenges that come with initiatives to develop a more humanized, intersectional and negotiable landscape for English Language Teaching (ELT). It sets out to problematize ingrown and ingrained practices in English teaching, weaving together obscured practices, undisclosed agendas and ideologically motivated (inter)actions to expose the unspoken agendas at work. Drawing on his own experience of being part of an English as a Lingua Franca (ELF) programme at an urban Japanese university, the author presents a case for rethinking language education in Japan. This book will be of interest to applied linguists, language teachers and teacher trainers, cultural anthropologists, and anyone interested in the cultural politics of education, especially language education.
This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.