TY  - BOOK
AU  - Clarke,Matthew
AU  - Hawkins,Margaret R.
AU  - Kyeyune,Robinah
AU  - Lin,Angel
AU  - Maurial,Mahia
AU  - Morgan,Brian
AU  - Newfield,Denise
AU  - Poon,Franky
AU  - Suxo,Moisés
AU  - Toohey,Kelleen
AU  - Waterstone,Bonnie
AU  - Zeichner,Ken
TI  - Social Justice Language Teacher Education
T2  - Bilingual Education & Bilingualism
SN  - 9781847694232
AV  - P53.8 .S624 2011eb
U1  - 418/.0071 22
PY  - 2011///]
CY  - Bristol, Blue Ridge Summit : 
PB  - Multilingual Matters, 
KW  - Language and languages
KW  - Study and teaching
KW  - Social aspects
KW  - Language teachers
KW  - Training of
KW  - LANGUAGE ARTS & DISCIPLINES / Study & Teaching
KW  - bisacsh
KW  - language education
KW  - social justice
KW  - teacher education
N1  - 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; restricted access
N2  - 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
UR  - https://doi.org/10.21832/9781847694249
UR  - https://www.degruyter.com/isbn/9781847694249
UR  - https://www.degruyter.com/document/cover/isbn/9781847694249/original
ER  -