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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.
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