Social Justice Language Teacher Education / / ed. by Margaret R. Hawkins.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• MitwirkendeR: Clarke, Matthew,; Hawkins, Margaret R.,; Kyeyune, Robinah,; Lin, Angel,; Maurial, Mahia,; Morgan, Brian,; Newfield, Denise,; Poon, Franky,; Suxo, Moisés,; Toohey, Kelleen,; Waterstone, Bonnie,; Zeichner, Ken,
• HerausgeberIn: Hawkins, Margaret R.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2011]; ©2011
• Year of Publication: 2011
• Language: English
• Series: Bilingual Education & Bilingualism
• Physical Description: 1 online resource (200 p.)

Social justice language teacher education is a response to the acknowledgement that there are social/societal inequities that shape access to learning and educational achievement. In social justice language teacher education, social justice is the driving force and primary organizational device for the teacher education agenda. What does “social justice” mean in diverse global locations? What role does English play in promoting or denying equity? How can teachers come to see themselves as advocates for equal educational access and opportunity? This volume begins by articulating a view of social justice teacher education, followed by language teacher educators from 7 countries offering theorized accounts of their situated practices. Authors discuss powerful components of practice, and the challenges and tensions of doing this work within situated societal and institutional power structures.

Table of Contents

Frontmatter -- Contents -- Contributors -- Introduction -- Chapter 1. Teacher Education for Social Justice -- Chapter 2. Multimodality, Social Justice and Becoming a ‘Really South African’ Democracy: Case Studies from Language Classrooms -- Chapter 3. Does Intercultural Bilingual Education Open Spaces for Inclusion at Higher Education? -- Chapter 4. Education and Social Justice in Neoliberal Times: Historical and Pedagogical Perspectives from Two Postcolonial Contexts -- Chapter 5. Enfranchising the Teacher of English through Action Research: Perspectives on English Language Teacher Education in Uganda -- Chapter 6. Dialogic Determination: Constructing a Social Justice Discourse in Language Teacher Education -- Chapter 7. Creating a School Program to Cater to Learner Diversity: A Dialogue between a School Administrator and an Academic -- Chapter 8. Working for Social Justice in a Collaborative Action Research Group