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Author: Suhanthie Motha
Publisher: Teachers College Press
ISBN: 0807772712
Category : Education
Languages : en
Pages : 209
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Book Description
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.
Author: Suhanthie Motha
Publisher: Teachers College Press
ISBN: 0807772712
Category : Education
Languages : en
Pages : 209
Get Book
Book Description
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.
Author: Karl E. Meyer
Publisher: PublicAffairs
ISBN: 0786724811
Category : History
Languages : en
Pages : 288
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Book Description
When Charles de Gaulle learned that France's former colonies in Africa had chosen independence, the great general shrugged dismissively, "They are the dust of empire." But as Americans have learned, particles of dust from remote and seemingly medieval countries can, at great human and material cost, jam the gears of a superpower. In The Dust of Empire, Karl E. Meyer examines the present and past of the Asian heartland in a book that blends scholarship with reportage, providing fascinating detail about regions and peoples now of urgent concern to America: the five Central Asian republics, the Caspian and the Caucasus, Afghanistan, Iran, Pakistan and long-dominant Russia. He provides the context for America's war on terrorism, for Washington's search for friends and allies in an Islamic world rife with extremism, and for the new politics of pipelines and human rights in an area richer in the former than the latter. He offers a rich and complicated tapestry of a region where empires have so often come to grief—a cautionary tale.
Author: Tarry Lindquist
Publisher: Heinemann Educational Books
ISBN: 9780435089078
Category : Social sciences
Languages : en
Pages : 0
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Book Description
Ways That Work is an idea book from start to finish, modeling several different ways social studies content can be organized in elementary and middle school classrooms.
Author: Pamela Lewis
Publisher: Fordham Univ Press
ISBN: 0823271420
Category : Education
Languages : en
Pages : 232
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Book Description
Teaching should never be color-blind. In a world where many believe the best approach toward eradicating racism is to feign ignorance of our palpable physical differences, a few have led the movement toward convincing fellow educators not only to consider race but to use it as the very basis of their teaching. This is what education activist and writer Pamela Lewis has set upon to do in her compelling book, Teaching While Black: A New Voice on Race and Education in New York City. As the title suggests, embracing blackness in the classroom can be threatening to many and thus challenging to carry out in the present school system. Unapologetic and gritty, Teaching While Black offers an insightful, honest portrayal of Lewis’s turbulent eleven-year relationship within the New York City public school system and her fight to survive in a profession that has undervalued her worth and her understanding of how children of color learn best. Tracing her educational journey with its roots in the North Bronx, Lewis paints a vivid, intimate picture of her battle to be heard in a system struggling to unlock the minds of the children it serves, while stifling the voices of teachers of color who hold the key. The reader gains full access to a perspective that has been virtually ignored since the No Child Left Behind Act, through which questions surrounding increased resignation rates by teachers of color and failing test scores can be answered. Teaching While Black is both a deeply personal narrative of a black woman’s real-life experiences and a clarion call for culturally responsive teaching. Lewis fearlessly addresses the reality of toxic school culture head-on and gives readers an inside look at the inert bureaucracy, heavy-handed administrators, and ineffective approach to pedagogy that prevent inner-city kids from learning. At the heart of Lewis’s moving narrative is her passion. Each chapter delves deeper into the author’s conscious uncoupling from the current trends in public education that diminish proven remedies for academic underachievement, as observed from her own experiences as a teacher of students of color. Teaching While Black summons everyone to re-examine what good teaching looks like. Through a powerful vision, together with practical ideas and strategies for teachers navigating very difficult waters, Lewis delivers hope for the future of teaching and learning in inner-city schools.
Author: Antoinette Burton
Publisher: Duke University Press
ISBN: 0822349027
Category : History
Languages : en
Pages : 417
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Book Description
Essays written by Antoinette Burton since the mid-1990s trace her thinking about modern British history and engage debates about how to think about British imperialism in light of contemporary events.
Author: Mary Bucholtz
Publisher: Cambridge University Press
ISBN: 1139495097
Category : Language Arts & Disciplines
Languages : en
Pages : 295
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Book Description
In White Kids, Mary Bucholtz investigates how white teenagers use language to display identities based on race and youth culture. Focusing on three youth styles - preppies, hip hop fans, and nerds - Bucholtz shows how white youth use a wealth of linguistic resources, from social labels to slang, from Valley Girl speech to African American English, to position themselves in the school's racialized social order. Drawing on ethnographic fieldwork in a multiracial urban California high school, the book also demonstrates how European American teenagers talk about race when discussing interracial friendship and difference, narrating racialized fear and conflict, and negotiating their own ethnoracial classification. The first book to use techniques of linguistic analysis to examine the construction of diverse white identities, it will be welcomed by researchers and students in linguistics, anthropology, ethnic studies and education.
Author: Christopher Joseph Jenks
Publisher: Multilingual Matters
ISBN: 1783098449
Category : Social Science
Languages : en
Pages : 159
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Book Description
This book examines racism and racialized discourses in the ELT profession in South Korea. The book is informed by a number of different critical approaches to race and discourse, and the discussions contained in the chapters offer one way of exploring how the ELT profession can be understood from such perspectives. Observations made are based on the understanding that racism should not be viewed as individual acts of discrimination, but rather as a system of social structures. While the book is principally concerned with language teaching and learning in South Korea, the findings are situated in a wider discussion of race and ethnicity in the global ELT profession. The book makes the following argument: White normativity is an ideological commitment and a form of racialized discourse that comes from the social actions of those involved in the ELT profession; this normative model or ideal standard constructs a system of racial discrimination that is founded on White privilege, saviorism and neoliberalism. Drawing on a wide range of data sources, this book is a must-read for anyone interested in critically examining ELT.
Author: Paul B. Rich
Publisher: CUP Archive
ISBN: 9780521389587
Category : Political Science
Languages : en
Pages : 292
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Book Description
This book discusses British thought on race and racial differences in the latter phases of empire from the 1890s to the early 1960s. It focuses on the role of racial ideas in British society and politics and looks at the decline in Victorian ideas of white Anglo-Saxon racial solidarity. The impact of anthropology is shown to have had a major role in shifting the focus on race in British ruling class circles from a classical and humanistic imperialism towards a more objective study of ethnic and cultural groups by the 1930s and 1940s. As the empire turned into a commonwealth, liberal ideas on race relations helped shape the post-war rise of 'race relations' sociology. Drawing on extensive government documents, private papers, newspapers, magazines and interviews this book breaks new ground in the analysis of racial discourse in twentieth-century British politics and the changing conception of race amongst anthropologists, sociologists and the professional intelligentsia.
Author: Clif Stratton
Publisher: Univ of California Press
ISBN: 0520285662
Category : Education
Languages : en
Pages : 296
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Book Description
"Education for Empire examines how American public schools created and placed children on multiple and uneven paths to "good citizenship." These paths offered varying kinds of subordination and degrees of exclusion closely tied to race, national origin, and US imperial ambitions. Public school administrators, teachers, and textbook authors grappled with how to promote and share in the potential benefits of commercial and territorial expansion, and in both territories and states, how to apply colonial forms of governance to the young populations they professed to prepare for varying future citizenships. The book brings together subjects in American history usually treated separately--in particular the formation and expansion of public schools and empire building both at home and abroad. Temporally framed by the 1882 Chinese Exclusion and 1924 National Origins Acts, two pivotal immigration laws deeply entangled in and telling of US quests for empire, case studies in California, Hawaii, Georgia, New York, the Southwest, and Puerto Rico reveal that marginalized people contested, resisted, and blazed alternative paths to citizenship, in effect destabilizing the boundaries that white nationalists, including many public school officials, in the United States and other self-described "white men's countries" worked so hard to create and maintain"--Provided by publisher.
Author: Vincent J. Cheng
Publisher: Cambridge University Press
ISBN: 9780521478595
Category : Literary Criticism
Languages : en
Pages : 362
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Book Description
In this first full-length study of race and colonialism in the works of James Joyce, Vincent J. Cheng argues that Joyce wrote insistently from the perspective of a colonial subject of an oppressive empire, and that Joyce's representations of 'race' in its relationship to imperialism constitute a trenchant and significant political commentary, not only on British imperialism in Ireland, but on colonial discourses and imperial ideologies in general. Exploring the interdisciplinary space afforded by postcolonial theory, minority discourse, and cultural studies, and articulating his own cross-cultural perspective on racial and cultural liminality, Professor Cheng offers a ground-breaking study of the century's most internationally influential fiction writer, and of his suggestive and powerful representations of the cultural dynamics of race, power, and empire.
