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Teacher Stories - Perspectives on Inclusive Pedagogical Language in Zimbabwe (Hardcover, New edition)
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Teacher Stories - Perspectives on Inclusive Pedagogical Language in Zimbabwe (Hardcover, New edition)
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The teaching of English in multilingual contexts such as Zimbabwe,
where English is often not the primary language of the Black
majority public school student population, is a highly contested
issue. Though generally considered as necessary in an increasingly
globalized, English language dominated world, this conventionally
Eurocentric, elitist-oriented English education system is imbued
with colonialist discourses that tend to shape and complicate
educators' understandings about the place of diverse sociocultural
backgrounds, ethnic-identified indigenous languages, indigenous
knowledge systems, and differently abled learners within its
conventional structures. In Teacher Stories, the author utilizes
postcolonialist theoretical lenses and a
poststructuralist-inflected narrative inquiry approach to
self-reflexively analyze her impressions of three veteran
Zimbabwean teacher educators' interpretations of what they
understand to be their experiences of learning and teaching
English. The purpose of this research is to provide English
education scholars and policy makers with some insights into what
veteran Zimbabwean English teacher educators perceive as the
efficacies and challenges of implementing policy-mandated inclusive
education pedagogical practices. Since English teacher educators'
perspectives are a much under-researched area of English in a
Zimbabwean context, this study makes a meaningful contribution to
the international field of English education.
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