| Description |
xv, 243 pages : illustrations, map ; 21 cm |
| Series |
Critical language and literacy studies |
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Critical language and literacy studies.
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| Contents |
Contents note continued: Aliens in Indonesia: Whiteness and Gender -- Out of Place in East Timor: Colonialism Revisited -- Gendered Space in East Timor -- Relocating a Sense of Place and Self -- 5.It's a Bubble: English Language Teaching Practices in Development -- Fay's Story -- Constructions of Time and Space in Classroom and Context -- Classroom Contexts in Indonesia and East Timor -- The Spatialising Power of English Language -- Spatial Patterns of English Language Teaching -- Teaching and Spatiality in Development -- 6.Doing the Washing Up: Teaching and Gender in Development -- The Female Teacher, Gender and Culture -- Teacher Authority and Gender Equality -- Constrained Authority and Student Consent -- Negotiating Authority and Difference -- Gender as Spatial Pedagogy -- 7.Conclusion: Spatial Practices in the Contact Zone -- Teachers' Journeys in Development -- Implications for English Language Teaching and Gender: Beyond Development |
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Machine generated contents note: pt. 1 Understanding English Language Teaching in Development -- 1.Models of Development and English Language Teaching -- Models of International Development -- Gender and Development -- Models of English as an International Language -- 2.Time and Space in English Language Teaching, Gender and Development -- Modernity and the Control of Time and Space -- Postcolonial Conceptions of Time and Space -- Postmodernity, Postmodernism and Proliferation of Space and Time -- Feminist Conceptions of Time and Space -- 3.Spatial Context: East Timor, Indonesia and Australia -- Colonial History in East Timor and Indonesia -- Linguistic Flows in Indonesia and East Timor -- Australia: Between History and Geography -- International Aid in Transitional East Timor -- pt. 2 Teachers' Narrative Accounts -- 4.Being There: Teachers' Spatial Engagements with Development Contexts -- The Temporality and Spatiality of Development -- |
| Summary |
"This book's focus on gender relations in development contexts, its superb deconstruction of aid agencies in situ, the gendered space of ELT classrooms and the voices of ELT teachers working in development contexts is unique. This book should be read not only by sociolinguists, sociologists, critical theorists and theorists of development working in the academy but also NGOs and aid agencies working in post-trauma societies. There is much to be learned here." Naz Rassool, The University of Reading, UK --Book Jacket |
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For believers in the power of English, language as aid can deliver the promise of a brighter future; but in a neocolonial world of international development, a gulf exists between belief and reality. Rich with echoes of an earlier colonial era, this book draws on the candid narratives of white women teachers, and situates classroom practices within a broad reading of the West and the Rest. What happens when white Western men and women come in to rebuild former colonies in Asia? How do English language lessons translate, or disintegrate, in a radically different world? How is English teaching linked to ideas of progress? This book presents the paradoxes of language aid in the 21st century in a way that will challenge your views of English and its power to improve the lives of people in the developing world -- |
| Notes |
Formerly CIP. Uk |
| Bibliography |
Includes bibliographical references (pages 223-239) and index |
| Notes |
Print version record |
| Subject |
English language -- Study and teaching -- Foreign speakers.
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English language -- Study and teaching -- Foreign countries.
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English language -- Study and teaching -- Timor-Leste.
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Women teachers.
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| LC no. |
2010025412 |
| ISBN |
1847693032 (paperback: alk. paper) |
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1847693040 (alk. paper) |
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1847693059 (ebook) |
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9781847693037 (paperback: alk. paper) |
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9781847693044 (alk. paper) |
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9781847693051 (ebook) |
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