Culture and Power in the Classroom

Darder, Antònia

doi:10.4324/9781315635347

Cited by 63 publications

(82 citation statements)

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“…However, in the literature, scholars always hold contradictory theories in ELL education. Some scholars (e.g., Cochran-Smith, 1997;Darder, 1991;González & Darling-Hammond, 1997;Ladson-Billings, 1994;Snow, 2000) believe that teachers should be prepared in culturally responsive pedagogy for effective ELL teaching. They believe that additive acculturation is a model that can foster bilingualism and biculturalism so as to ensure quality education for ELL students (Gibson, 1995).…”

Section: Literature Reviewmentioning

confidence: 99%

Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator

Liu¹

2013

ELT

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This single-case study focuses on the pedagogical content knowledge (PCK) of a university faculty member teaching Second Language Acquisition to elementary teacher candidates. The research questions address the pattern and development of PCK for ESL teaching. Based on data from classroom observation, interviews and document review, the study finds that policy and culture are predominated parts in ESL teacher education, the early period contributes more constructively to the formation of PCK, and pedagogical knowledge plays a more active role in teaching ESL. The study suggests that ESL teacher education should provide standardized and easy-to-learn ESL pedagogical knowledge.

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Section: Literature Reviewmentioning

confidence: 99%

Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator

Liu¹

2013

ELT

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“…Ricento (2000, 205) reveals that Tollefson (1989Tollefson ( , 1991, influenced by the critical social theories of Jürgen Habermas, Anthony Giddens and Michel Foucault, has explored the connections between ideologies of power in the modern state and the development of language policies in eight different countries. Scholars such as Wiley (1996Wiley ( , 1998; Giroux (1981); Tollefson (1986Tollefson ( , 1991Tollefson ( , 1995; Crawford (1989Crawford ( , 1992; Luke, McHoul and Mey (1990); Darder (1991); Cummins (1994);Freeman (1996) and Ricento (1998) have investigated the connection between ideology and language policies in education. Ricento (2000) notes that Lippi-Green (1997) explored the ideologies informing attitudes toward language, and hence language policies, in the United States (US) along with the negative consequences of such (often unofficial) policies for marginalised groups within the education system, the media, the workplace and the judicial system.…”

Section: Language Policy Ideologies Of Power and Linguistic Human Rimentioning

confidence: 98%

Language policy, ideologies, power and the Ethiopian media

Salawu¹,

Aseres²

2015

Communicatio

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Ethiopia is one of the very few African countries where the local language press is in the mainstream. Amharic-language newspapers are dominant. This article examines the extent of the dominance of the Amharic press and the factors responsible for this. It also looks at language politics in the country and activism for linguistic human rights, particularly in the media domain. A combination of literature reviews and document analyses was used to obtain data for the study. The Amharic language enjoys a privileged position compared to other indigenous languages of Ethiopia and English. Amharic is the second most widely spoken Semitic language in the world, after Arabic. It is the official working language of the Federal Democratic Republic of Ethiopia and several regional states within the federal system. It is also the official language of the military and the Downloaded by [New York University] at 02:40 22 June 2015 72 Abiodun Salawu and Asemahagn Aseres Language Policy, Idealogies, PowerEthiopian Orthodox Tewahido Church. Although it is only indigenous to about 23 per cent of the population, its official status sees it being spoken nationwide. Interestingly, Afan Oromo, a Cushitic language, is indigenous to 33.80 per cent of the population, and thus can be regarded as the largest indigenous language in Ethiopia. While the wide dissemination of local language media in Ethiopia can be explained by the historical fact that the country was never colonised, the emergence of Amharic as the de facto language of the nation and the media is what interests these authors. This study discovered that the dominance of Amharic is due to the language policies of successive Ethiopian regimes down the ages which privileged it over other indigenous languages.

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“…At the base level is a Freirian belief in enabling pre-service teachers to become activists in support of their students becoming empowered to take control of their lives (Freire, 1996;Darder, 2014). The actions undertaken in the tertiary classroom, consistent with Freire's ideas of the body in learning (Darder, 2014), were heavily influenced by the work of Dorothy Heathcote and the concept of 'Process' learning (Heathcote and Wagner, 1976). These two understandings of education (that of Heathcote and that of Freire) interrelated and informed the ways in which learning situations were established and maintained, and the types of engagement and feedback pre-service teachers experienced.…”

Section: Introductionmentioning

confidence: 97%

“…His transgressive act literally and metaphorically took his fellow students (and their teachers) to new places. Through this transgression Sam deepened his understanding of his practice as reflexive to situation, student need, and curriculum demands (Darder, 2014). The bridge was being built between artistic practice (performance) and teaching (identifying roles and social structures, considering why invasion occurs, understanding viewpoints).…”

Section: Connecting Ideas and Experiencesmentioning

confidence: 99%

“…The bridge was being built between artistic practice (performance) and teaching (identifying roles and social structures, considering why invasion occurs, understanding viewpoints). Notably the bridge was built not on knowledge, but on feelings -it was how people felt about this experience that they talked about and reflected on (Darder, 2012).…”

Section: Connecting Ideas and Experiencesmentioning

confidence: 99%

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