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This book is a collection of auto, duo and multi-ethnographies
written by frontline language teachers and teacher educators in
different parts of the world, including Asia, Africa, Latin
America, and North America. These ethnographic accounts report how
the authors mobilized different forms of action research to resist
against neoliberal educational models and the profit-oriented
principles by which they are run. The teachers involved in these
projects write about a variety of ways in which they engaged with
activist and critical research projects that highlight current
socio-political movements, invite marginalized students'
communities into the process of teaching and learning, use language
education as a means of identity negotiation, fight back
institutional restrictions, and show how we can teach language for
peace and happiness. The writers also explain how they have created
an inquiry community to meet and support each other and used auto,
duo or multi-ethnography as insiders to bring attention to their
embodied knowledge of the challenges involved in contemporary
neoliberal educational settings.
This book is a collection of auto, duo and multi-ethnographies
written by frontline language teachers and teacher educators in
different parts of the world, including Asia, Africa, Latin
America, and North America. These ethnographic accounts report how
the authors mobilized different forms of action research to resist
against neoliberal educational models and the profit-oriented
principles by which they are run. The teachers involved in these
projects write about a variety of ways in which they engaged with
activist and critical research projects that highlight current
socio-political movements, invite marginalized students'
communities into the process of teaching and learning, use language
education as a means of identity negotiation, fight back
institutional restrictions, and show how we can teach language for
peace and happiness. The writers also explain how they have created
an inquiry community to meet and support each other and used auto,
duo or multi-ethnography as insiders to bring attention to their
embodied knowledge of the challenges involved in contemporary
neoliberal educational settings.
More than 70 languages are spoken in contemporary Iran, yet all
governmental correspondence and educational textbooks must be
written in Farsi. To date, the Iranian mother tongue debate has
remained far from the international scholarly exchanges of ideas
about multilingual education. This book bridges that gap using
interviews with four prominent academic experts in linguistic human
rights, mother tongue education and bilingual and multilingual
education. The author examines the arguments for rejecting
multilingual education in Iran, and the four interviewees counter
those arguments with evidence that mother tongue-based education
has resulted in positive outcomes for the speakers of non-dominant
language groups and the country itself. It is hoped that this book
will engage an international audience with the debate in Iran and
show how multilingual education could benefit the country.
This book examines the writing practices of three adult
multilingual writers through the prism of their writing in English
as an additional language. It illustrates some of the social,
cultural and political contexts of the writers' literacy activities
and discusses how these impact their literate and intellectual
lives. It reflects on the para- and meta-textual dimensions of
writing because organic writing practices are almost always
performed within sociocultural and power-relational contexts. In
our highly compartmentalized educational structures, writing
education has been severed from those organic components, focusing
mainly on writing stylistics. This book proposes creating space for
organic writing practices in our everyday writing pedagogies, and
argues for a writing pedagogy that acknowledges the complex
interactions of social, emotional and identity-related layers of
writing.
This book examines the writing practices of three adult
multilingual writers through the prism of their writing in English
as an additional language. It illustrates some of the social,
cultural and political contexts of the writers' literacy activities
and discusses how these impact their literate and intellectual
lives. It reflects on the para- and meta-textual dimensions of
writing because organic writing practices are almost always
performed within sociocultural and power-relational contexts. In
our highly compartmentalized educational structures, writing
education has been severed from those organic components, focusing
mainly on writing stylistics. This book proposes creating space for
organic writing practices in our everyday writing pedagogies, and
argues for a writing pedagogy that acknowledges the complex
interactions of social, emotional and identity-related layers of
writing.
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