[Edling] Book: Criticality, Teacher Identity, and (In)equity in English Language Teaching

[Francis Hult]

Title: Criticality, Teacher Identity, and (In)equity in English Language Teaching

Editors: Bedrettin Yazan & Nathanael Rudolph

ISBN: 978-3-319-72919-0
Hardback Price: $119.00

*Softcover Price: $24.99

URL: http://www.springer.com/gp/book/9783319729190



About the book:

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.


Table of contents:
-Foreword: Conceptualizing and Approaching Identity and Inequity: An Account of a Shifting Paradigm

Ali Fuad Selvi


- Introduction: Apprehending Identity, Experience, and (In)equity Through and Beyond Binaries

Bedrettin Yazan & Nathanael Rudolph


- PART I Problematizing and Reifying Binaries: Conceptual Transitions.

- Glocalization, English as a Lingua Franca, and ELT: Reconceptualizing Identity and Models for ELT in China

Fan (Gabriel) Fang


- Power and Ownership within the NS/NNS Dichotomy

I-Chen Huang


- Teachers’ Identities as ‘Non-native’ Speakers: Do They Matter in English as a Lingua Franca Interactions?

Yumi Matsumoto


- The (Re)Construction of Self through Student-Teachers’ Storied Agency in ELT: Between Marginalization and Idealization

Alvaro Hernán Quintero and Carmen Helena Guerrero


- English, Identity and the Privileging and Marginalizing of Transculturality

Tamara Chung-Constant and Haiying Cao


- PART II Towards Destabilizing Binaries: Problematizing Essentialization and Idealization.

- “What Should I Call Myself? Does It Matter?” Questioning the “Labeling” Practice in ELT Profession

Christine Manara


- Accepting and Circumventing Native Speaker Essentialism

Robert Weekly


- "I Speak How I Speak:” A Discussion of Accent and Identity within Teachers of ELT

Alex Baratta


- Speakerhood as Segregation: The Construction and Consequence of Divisive Discourse in TESOL

Damian Rivers


- “Legitimate” Concerns: A Duoethnography of Becoming ELT Professionals

Amber Warren and Jaehan Park


- Significant Encounters and Consequential Eventualities: A Joint Narrative of Collegiality Marked by Struggles against Reductionism, Essentialism and Exclusion in ELT

Masaki Oda and Glenn Toh


- Exploring Privilege and Marginalization in ELT: A Trioethnography of Three Diverse Educators

Antoinette Gagné, Sreemali Herath, and Marlon Valencia


- Doing and Undoing (Non)nativeness: Glocal Perspectives from a Graduate Classroom

Geeta Aneja


- Essentialization, Idealization, and Apprehensions of Local Language Practice in the Classroom

Nathanael Rudolph


 *Springer offers softcover books for the low price of just $24.99. This service is available directly through your university library. To purchase your softcover edition, just click on the MyCopy link when you search online for the eBook at your institution’s library.


Discounted prices are also available when a volume form the Educational Linguistics series is used as a textbook for a course. Contact your Springer representative for further details.






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