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Pedagogies and Policies for Publishing Research in English: Local Initiatives Supporting International Scholars (ESL & Applied Linguistics Professional Series)
by James N. Corcoran Karen Englander Laura-Mihaela MuresanOffering a nuanced examination of the complex landscape that international scholars who publish their research in English must navigate, this edited volume details 17 perspectives on scholarly writing for publication across seven geolinguistic regions. This innovative volume includes first-hand accounts and analyses written by local scholars and pedagogues living and working outside Anglophone centres of global knowledge production. The book provides an in-depth look into the deeply contextualized pedagogical activities that support English-language publishing. It also brings much-needed insight to discussions of policies and practices of global scholarly research writing. Bookended by the editors’ introductory overview of this burgeoning field and an envoi by the eminent applied linguist John M. Swales, the diverse contributions in this volume will appeal to scholars who use English as an additional language, as well as to researchers, instructors, and policymakers involved in the production, support, and adjudication of global scholars’ research writing.
The Pedagogies and Politics of Liking (Routledge Critical Studies in Gender and Sexuality in Education)
by Adam Greteman Kevin J. BurkeThis book explores the usage and significance of the word "like" across a wide range of disciplines, focusing in particular on its influence in education and pedagogy. From the advent of the "like button" on Facebook to the common verbal tic, liking has become an integral part of our everyday lives. By drawing on feminist, queer, and other critical traditions, the authors evaluate this phenomenon in order to interrogate its history, its linguistic function, its role in labor and economics, and its ties to, and separation from, religion. As the notion of "like" becomes more and more ubiquitous, this critical volume demonstrates the need to consider like, liking, and likeability when thinking about the institutions that impact us daily.
The Pedagogies and Politics of Liking (Routledge Critical Studies in Gender and Sexuality in Education)
by Adam Greteman Kevin J. BurkeThis book explores the usage and significance of the word "like" across a wide range of disciplines, focusing in particular on its influence in education and pedagogy. From the advent of the "like button" on Facebook to the common verbal tic, liking has become an integral part of our everyday lives. By drawing on feminist, queer, and other critical traditions, the authors evaluate this phenomenon in order to interrogate its history, its linguistic function, its role in labor and economics, and its ties to, and separation from, religion. As the notion of "like" becomes more and more ubiquitous, this critical volume demonstrates the need to consider like, liking, and likeability when thinking about the institutions that impact us daily.
Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency (Routledge Research in Language Education)
by Flávia Vieira Manuel Jiménez Raya Borja Manzano VázquezThis book aims to challenge established teaching cultures to promote teacher autonomy and autonomy-oriented pedagogies in language teacher education.Offering a set of inspiring case studies that illustrate language teacher education for autonomy as a space of multiple possibilities, the book fuses theory and practice and gives a holistic view of the changing landscape of language teacher education, accounting for the transformative power of educational practices that help teachers think and act in informed, context-specific, and learner-centred ways. It also demonstrates the importance of autonomy in language teacher education contexts, specifically to foster teachers’ professional learning, identity, and agency, as well as in assessing and reshaping teacher education programmes.This book will be particularly useful to researchers, scholars, and postgraduate students in the fields of teaching and teacher education, modern foreign languages, and teaching and learning language research more broadly. Curriculum designers and language teacher education programme directors may also find the volume of use.
Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency (Routledge Research in Language Education)
This book aims to challenge established teaching cultures to promote teacher autonomy and autonomy-oriented pedagogies in language teacher education.Offering a set of inspiring case studies that illustrate language teacher education for autonomy as a space of multiple possibilities, the book fuses theory and practice and gives a holistic view of the changing landscape of language teacher education, accounting for the transformative power of educational practices that help teachers think and act in informed, context-specific, and learner-centred ways. It also demonstrates the importance of autonomy in language teacher education contexts, specifically to foster teachers’ professional learning, identity, and agency, as well as in assessing and reshaping teacher education programmes.This book will be particularly useful to researchers, scholars, and postgraduate students in the fields of teaching and teacher education, modern foreign languages, and teaching and learning language research more broadly. Curriculum designers and language teacher education programme directors may also find the volume of use.
Pedagogies for Internationalising Research Education: Intellectual equality, theoretic-linguistic diversity and knowledge chuàngxīn
by Michael Singh Jinghe HanThis book explores pedagogical concepts, metaphors and images of non-white, non-western researchers and research students on the inter/nationalization of education. Specifically, this book draws on the intellectual resources of China and India to explore the pedagogical dynamics and dimensions of the localization/globalization of education with non-Western characteristics. It introduces theoretic-linguistic non-Western concepts from the Tamil, Sanskrit and Chinese languages for use in Western, English-only education and redefines the intellectual basis for internationalising education. Debating whether ‘international education’ is Western-centric in terms of its privileging and promotion of Euro-American theoretical knowledge, this book contends that the internationalisation of Western-centric education can benefit from the intellectual power and powerfully relevant theorising performed by non-Western international students. It formulates a democratic vision for the internationalisation of education, with the potential to create transnational solidarity and constitute a forum for mobilising debates about global knowledge and power structures. It also provides key tools to use non-Western theoretic-linguistic tools and modes of critique in research undertaken in Anglophone Western universities.
Pedagogies for Internationalising Research Education: Intellectual equality, theoretic-linguistic diversity and knowledge chuàngxīn
by Michael Singh Jinghe HanThis book explores pedagogical concepts, metaphors and images of non-white, non-western researchers and research students on the inter/nationalization of education. Specifically, this book draws on the intellectual resources of China and India to explore the pedagogical dynamics and dimensions of the localization/globalization of education with non-Western characteristics. It introduces theoretic-linguistic non-Western concepts from the Tamil, Sanskrit and Chinese languages for use in Western, English-only education and redefines the intellectual basis for internationalising education. Debating whether ‘international education’ is Western-centric in terms of its privileging and promotion of Euro-American theoretical knowledge, this book contends that the internationalisation of Western-centric education can benefit from the intellectual power and powerfully relevant theorising performed by non-Western international students. It formulates a democratic vision for the internationalisation of education, with the potential to create transnational solidarity and constitute a forum for mobilising debates about global knowledge and power structures. It also provides key tools to use non-Western theoretic-linguistic tools and modes of critique in research undertaken in Anglophone Western universities.
Pedagogies in English for Academic Purposes: Teaching and Learning in International Contexts (New Perspectives for English for Academic Purposes)
by Carole MacDiarmid and Jennifer J. MacDonaldAs the delivery of English for Academic Purposes (EAP) continues to expand internationally, so too must the literature available to support teaching. This volume showcases some of the research-informed work in this exciting and complex field, providing insights into EAP pedagogies employed in a diverse range of contexts. Drawing on the work of practitioners and practitioner-researchers, it responds to the repeated calls for a firmer link between theory, research and practice in language teaching, and provides a much-needed focus on pedagogy. From contexts where English is the principal dominant societal language or one of several official languages, to those where English-medium instruction (EMI) is common in higher education as an additional language for students and faculty, the chapters explore a range of geographical contexts, including Brazil, Canada, China, Norway, South Africa, Turkey, the UAE, the UK and the USA. Diversity is also represented in the range of types of EAP provision featured in this volume. Contributions focus on EAP for undergraduate and postgraduate students, from lower to advanced proficiency levels, before and during degree study, and in English for both general and specific academic purposes teaching, with discussion of consequences for on-going teacher education. Pedagogic responses and innovations to these varied contexts and needs are illustrated in the range of contributions, which provide insights into current practices in EAP globally.
Pedagogies in English for Academic Purposes: Teaching and Learning in International Contexts (New Perspectives for English for Academic Purposes)
As the delivery of English for Academic Purposes (EAP) continues to expand internationally, so too must the literature available to support teaching. This volume showcases some of the research-informed work in this exciting and complex field, providing insights into EAP pedagogies employed in a diverse range of contexts. Drawing on the work of practitioners and practitioner-researchers, it responds to the repeated calls for a firmer link between theory, research and practice in language teaching, and provides a much-needed focus on pedagogy. From contexts where English is the principal dominant societal language or one of several official languages, to those where English-medium instruction (EMI) is common in higher education as an additional language for students and faculty, the chapters explore a range of geographical contexts, including Brazil, Canada, China, Norway, South Africa, Turkey, the UAE, the UK and the USA. Diversity is also represented in the range of types of EAP provision featured in this volume. Contributions focus on EAP for undergraduate and postgraduate students, from lower to advanced proficiency levels, before and during degree study, and in English for both general and specific academic purposes teaching, with discussion of consequences for on-going teacher education. Pedagogic responses and innovations to these varied contexts and needs are illustrated in the range of contributions, which provide insights into current practices in EAP globally.
Pedagogies of Culture: Schooling and Identity in Post-Soviet Tatarstan, Russia (Anthropological Studies of Education)
by Dilyara SuleymanovaThrough an ethnographic study of schooling in the Republic of Tatarstan, this book explores how competing notions of nationhood and belonging are constructed, articulated and negotiated within educational spaces. Amidst major political and ideological moves toward centralization in Russia under the Putin presidency, this small provincial town in Tatarstan provides a unique case of local attempts to promote and preserve minority languages and cultures through education and schooling. Ultimately, the study reveals that while schooling can be an effective instrument of the state to transform individuals as well as society as a whole, school also encompasses various spaces where the agency of local actors unfolds and official messages are contested. Looking at what happens inside schools and beyond—in classrooms, hallways and playgrounds to private households or local Islamic schools—Dilyara Suleymanova here offers a detailed ethnographic account of the way centrally devised educational policies are being received, negotiated and contested on the ground.
Pedagogies of Public Memory: Teaching Writing and Rhetoric at Museums, Memorials, and Archives (Routledge Studies in Rhetoric and Communication)
by Jane Greer Laurie GrobmanPedagogies of Public Memory explores opportunities for writing and rhetorical education at museums, archives, and memorials. Readers will follow students working and writing at well-known sites of international interest (e.g., the Flight 93 National Memorial in Shanksville, Pennsylvania, and the U.S. Holocaust Memorial Museum), at local sites (e.g., vernacular memorials in and around Muncie, Indiana and the Central Pennsylvania African American Museum in Reading, Pennsylvania), and in digital spaces (e.g., Florida State University’s Postcard Archive and The Women’s Archive Project at the University of Nebraska Omaha). From composing and delivering museum tours, to designing online memorials that challenge traditional practices of public grief, to producing and publishing a magazine containing the photographs and stories of individuals who lived through historic moments in the Freedom Struggle, to expanding and creating new public archives – the pedagogical projects described in this volume create richly textured learning opportunities for students at all levels – from first-year writers to graduate students. The students and faculty whose work is represented in this volume undertake to reposition the past in the present and to imagine possible new futures for themselves and their communities. By exploring the production of public memory, this volume raises important new questions about the intersection of rhetoric and remembrance.
Pedagogies of Public Memory: Teaching Writing and Rhetoric at Museums, Memorials, and Archives (Routledge Studies in Rhetoric and Communication)
by Jane Greer Laurie GrobmanPedagogies of Public Memory explores opportunities for writing and rhetorical education at museums, archives, and memorials. Readers will follow students working and writing at well-known sites of international interest (e.g., the Flight 93 National Memorial in Shanksville, Pennsylvania, and the U.S. Holocaust Memorial Museum), at local sites (e.g., vernacular memorials in and around Muncie, Indiana and the Central Pennsylvania African American Museum in Reading, Pennsylvania), and in digital spaces (e.g., Florida State University’s Postcard Archive and The Women’s Archive Project at the University of Nebraska Omaha). From composing and delivering museum tours, to designing online memorials that challenge traditional practices of public grief, to producing and publishing a magazine containing the photographs and stories of individuals who lived through historic moments in the Freedom Struggle, to expanding and creating new public archives – the pedagogical projects described in this volume create richly textured learning opportunities for students at all levels – from first-year writers to graduate students. The students and faculty whose work is represented in this volume undertake to reposition the past in the present and to imagine possible new futures for themselves and their communities. By exploring the production of public memory, this volume raises important new questions about the intersection of rhetoric and remembrance.
Pedagogies to Enhance Learning for Indigenous Students: Evidence-based Practice
by Robyn Jorgensen, Peter Sullivan and Peter GrootenboerThis book describes research undertaken by leading Australian researcher in Indigenous communities. While the chapters are Australian in their focus, the issues that are discussed are similar to those in other countries where there are indigenous people. In most cases, in Australia and internationally, Indigenous learners are not succeeding in school, thus making the transition into work and adulthood quite tenuous in terms of mainstream measures. The importance of being literate and numerate are critical in success in school and life in general, thus making this collection an important contribution to the international literature. The collection of works describes a wide range of projects where the focus has been on improving the literacy and numeracy outcomes for Indigenous students. The chapters take various approaches to improving these outcomes, and have very different foci. These foci include aspects of literacy, numeracy, curriculum leadership, ICTs, whole school planning, policy, linguistics and Indigenous perspectives. Most of the chapters report on large scale projects that have used some innovation in their focus. The book draws together these projects so that a more connected sense of the complexities and diversity of approaches can be gleaned.
A Pedagogy for Liberation: Dialogues on Transforming Education
by Ira Shor Paulo FreireThis book takes the form of an extended dialogue between the noted Brazilian pedagogue Paulo Freire and American educationalist Ira Shor. In a clearly co-ordinated way they explore the relevance and application of Freire's radical educational ideas in the context of the educational systems of advanced industrial societies.
Pedagogy in Practice: Project-Based Learning in Media Policy and Governance
by Biswajit Das Santosh Panda Vibodh ParthasarathiThe book showcases the application of evidence-based teaching and learning strategies in the field of media and communication studies, with specific reference to hands-on projects on media policy analysis. The intent of the book is to translate theoretical ideas and knowledge in the light of the new pedagogic developments and effective learning and teaching designs that can be taken up in any classroom setting and can be applied to any curriculum in higher and further education. A precise but comprehensive review has been undertaken in respect of 'media education' and 'pedagogy and teaching-learning strategies' as a base towards relooking at innovative instructional and learning designs for disciplinary teachings. Practicing educators of media education and new media studies authentically report on work-based 'projects' as 'pedagogy' as well as teaching and learning practice for transacting curriculum at the masters' level, and demonstrate how pedagogic interventions can ease out learners and instructors to make teaching and learning handy and engaging. It underlines 'project-based learning' as one of the good practices in teaching media policy and delivering practical experiences to students in discerning policy formulations, its foundations, shifts, and challenges. In short, it may be referred as a handbook of hands-on projects on media policy analysis. It is also, at the same time, envisioned as a resource book for similar academic initiatives, and would be useful across curricula that focus on Media Studies, Law, and other Social Sciences.
Pedagogy in Practice: Project-Based Learning in Media Policy and Governance
by Biswajit Das Santosh Panda Vibodh ParthasarathiThe book showcases the application of evidence-based teaching and learning strategies in the field of media and communication studies, with specific reference to hands-on projects on media policy analysis. The intent of the book is to translate theoretical ideas and knowledge in the light of the new pedagogic developments and effective learning and teaching designs that can be taken up in any classroom setting and can be applied to any curriculum in higher and further education. A precise but comprehensive review has been undertaken in respect of 'media education' and 'pedagogy and teaching-learning strategies' as a base towards relooking at innovative instructional and learning designs for disciplinary teachings. Practicing educators of media education and new media studies authentically report on work-based 'projects' as 'pedagogy' as well as teaching and learning practice for transacting curriculum at the masters' level, and demonstrate how pedagogic interventions can ease out learners and instructors to make teaching and learning handy and engaging. It underlines 'project-based learning' as one of the good practices in teaching media policy and delivering practical experiences to students in discerning policy formulations, its foundations, shifts, and challenges. In short, it may be referred as a handbook of hands-on projects on media policy analysis. It is also, at the same time, envisioned as a resource book for similar academic initiatives, and would be useful across curricula that focus on Media Studies, Law, and other Social Sciences.
The Pedagogy of English as an International Language: Perspectives from Scholars, Teachers, and Students (English Language Education #1)
by Roby Marlina Ram Ashish GiriThis volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought, English as an International Language (EIL). This volume provides readers (scholars, teachers, teacher-educators, researchers in the relevant fields) with: Knowledge of the changing paradigm and attitudes towards English language teaching from teaching a single variety of English to teaching intercultural communication and English language variation.Current thoughts on the theory of teaching English as an international language by internationally-celebrated established scholars and emergent scholars.Scholarly descriptions and discussions of how English language educators and teacher-educators translate the paradigm of English as an International Language into their existing teaching.Delineation of how this newly emerged paradigm is received or responded to by English language educators and students when it is implemented. Readers have a unique opportunity to observe and read the tensions and dilemmas that educators and students are likely to experience in teaching and learning EIL.
A Pedagogy of Multiliteracies: Learning by Design
by Bill CopeThe concept of 'Multiliteracies' has gained increasing influence since it was coined by the New London Group in 1994. This collection edited by two of the original members of the group brings together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies.
Pedagogy of the Depressed
by Christopher SchabergThis book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education.Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.
Pedagogy of the Depressed
by Christopher SchabergThis book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education.Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.
The Pedagogy of Watching Shakespeare (Elements in Shakespeare and Pedagogy)
by null Bethan Marshall null Myfanwy Edwards null Charlotte DixieThe pedagogy of acting out Shakespeare has been extensive. Less work has been done on how students learn through spectatorship. This element will consider all within the current context of Shakespeare teaching in schools. Using grounded research, it will include work undertaken on a schools National Theatre production of Macbeth, as well as classroom-based, action research, using a variety of digital performances of Shakespeare plays. Both find means of extending student knowledge in unexpected ways through encountering interpretations of Shakespeare that the students had not considered. In reflecting on the practice of watching Shakespeare in an educational context- both at the theatre and in the classroom- this Element hopes to offer suggestions for how teachers might re-think the ways in which they present Shakespeare performed to their students particularly as a powerful way of building personal and critical responses to the plays.
peddling (Modern Plays)
by Harry MellingA boy wakes up in a field somewhere in London. He's a door-to-door salesman: a pedlar boy. An encounter with an old acquaintance sends him into a frenzied questioning of everything: his life, his world, where he's coming from and where he's going to.peddling received its world premiere at Hightide Festival on 10 April 2014, performed by Harry Melling, before transferring to 59E59 Theatre, NY, for a four-week run.
peddling (Modern Plays)
by Harry Mellingif I was gold almighty himself,and destroyed this first attempt at life.what would my second version be?. . . a dead end of endless possibility.A pedlar boy wakes up in a field somewhere in London, surrounded by the remnants of the night before. With no memory of how he has come to be there, he knows he must go back to the start in order to understand it all. His attempts to retrace events from the previous days lead him on a haunting journey where everything comes into question: his life, his world, his future.peddling is Harry Melling's remarkable debut play following a day in the life of a door-to-door salesman as he battles difficult questions and attempts to come to terms with the resulting truths.peddling received its world premiere at Hightide Festival on 10 April 2014, performed by Harry Melling, before transferring to 59E59 Theatre, NY, for a four-week run. It was revived in 2015 by HighTide at the Arcola Theatre, London.
peddling: Ditch; Peddling; The Big Meal; Lampedusa (Modern Plays)
by Harry MellingA boy wakes up in a field somewhere in London. He's a door-to-door salesman: a pedlar boy. An encounter with an old acquaintance sends him into a frenzied questioning of everything: his life, his world, where he's coming from and where he's going to.peddling received its world premiere at Hightide Festival on 10 April 2014, performed by Harry Melling, before transferring to 59E59 Theatre, NY, for a four-week run.
peddling: Ditch; Peddling; The Big Meal; Lampedusa (Modern Plays)
by Harry Mellingif I was gold almighty himself,and destroyed this first attempt at life.what would my second version be?. . . a dead end of endless possibility.A pedlar boy wakes up in a field somewhere in London, surrounded by the remnants of the night before. With no memory of how he has come to be there, he knows he must go back to the start in order to understand it all. His attempts to retrace events from the previous days lead him on a haunting journey where everything comes into question: his life, his world, his future.peddling is Harry Melling's remarkable debut play following a day in the life of a door-to-door salesman as he battles difficult questions and attempts to come to terms with the resulting truths.peddling received its world premiere at Hightide Festival on 10 April 2014, performed by Harry Melling, before transferring to 59E59 Theatre, NY, for a four-week run. It was revived in 2015 by HighTide at the Arcola Theatre, London.