 |
|
|
Item Details
| Title:
|
RACE, CULTURE, AND IDENTITIES IN SECOND LANGUAGE EDUCATION
EXPLORING CRITICALLY ENGAGED PRACTICE |
| By: |
Ryuko Kubota (Editor), Angel M.Y. Lin (Editor) |
| Format: |
Electronic book text |
| List price:
|
£28.99 |
|
We believe that this item is permanently unavailable, and so we cannot source
it.
|
|
|
|
|
|
| ISBN 10: |
1135845654 |
| ISBN 13: |
9781135845650 |
| Publisher: |
TAYLOR & FRANCIS LTD |
| Pub. date: |
1 June, 2009 |
| Synopsis: |
The concept and construct of race is often implicitly yet profoundly connected to issues of culture and identity. Meeting an urgent need for empirical and conceptual research that specifically explores critical issues of race, culture, and identities in second language education, the key questions addressed in this groundbreaking volume are these: How are issues of race relevant to second language education? How does whiteness influence students' and teachers' sense of self and instructional practices? How do discourses of racialization influence the construction of student identities and subjectivities? How do discourses on race, such as colorblindness, influence classroom practices, educational interventions, and parental involvement? How can teachers transform the status quo? Each chapter is grounded in theory and provides implications for engaged practice. Topics cover a wide range of themes that emerge from various pedagogical contexts. Authors from diverse racial/ethnic/cultural backgrounds and geopolitical locations include both established and beginning scholars in the field, making the content vibrant and stimulating.Pre-reading Questions and Discussion Questions in each chapter facilitate comprehension and encourage dialogue. |
| Illustrations: |
5 black & white tables |
| Publication: |
UK |
| Imprint: |
Routledge |
| Returns: |
Non-returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|