Addressing Racialized Multicultural Discourses in an EAP Textbook: Working Toward a Critical Pedagogies Approach

Addressing Racialized Multicultural Discourses in an EAP Textbook: Working Toward a Critical Pedagogies Approach

Racialized multicultural discourses emerge in the TESOL classroom via textbook representations of immigrant success stories and perceived racial and cultural differences among students. Although liberal multicultural discourses may be well intentioned, these discourses warrant closer examination for...

Ausführliche Beschreibung

Bibliographische Detailangaben
Veröffentlicht in:TESOL Quarterly. - Wiley Subscription Services, Inc.. - 50(2016), 1, Seite 109-131
1. Verfasser: CHUN, CHRISTIAN W. (VerfasserIn)
Format: Online-Aufsatz
Sprache:English
Veröffentlicht: 2016
Zugriff auf das übergeordnete Werk:TESOL Quarterly
Schlagworte:Economics Philosophy Behavioral sciences Education Social sciences Arts Business
LEADER 01000caa a22002652 4500
001 JST13927510X
003 DE-627
005 20240626004118.0
007 cr uuu---uuuuu
008 240117s2016 xx |||||o 00| ||eng c
035 |a (DE-627)JST13927510X 
035 |a (JST)43893805 
040 |a DE-627  |b ger  |c DE-627  |e rakwb 
041 |a eng 
100 1 |a CHUN, CHRISTIAN W.  |e verfasserin  |4 aut 
245 1 0 |a Addressing Racialized Multicultural Discourses in an EAP Textbook: Working Toward a Critical Pedagogies Approach 
264 1 |c 2016 
336 |a Text  |b txt  |2 rdacontent 
337 |a Computermedien  |b c  |2 rdamedia 
338 |a Online-Ressource  |b cr  |2 rdacarrier 
520 |a Racialized multicultural discourses emerge in the TESOL classroom via textbook representations of immigrant success stories and perceived racial and cultural differences among students. Although liberal multicultural discourses may be well intentioned, these discourses warrant closer examination for the ways in which they can essentialize cultural identities and enact power dynamics of who is defining and who is being defined. Drawing on an ethnographic English for academic purposes (EAP) classroom case study, and with the aim of bridging the gap between critical theories and actual classroom practices, this article explores the approaches an instructor implemented with students in addressing such discourses in an EAP textbook chapter. The article first presents the chapter's passages and then describes how the discourses were initially taken up by the participants. A conversation between the instructor and the author in which the instructor shared a racializing experience is then featured, providing the context for her subsequent approach in which she revisited the reading with students. The author examines the classroom interactions with two questions in mind: How did the instructor's critical pedagogies approach work to mediate the racialized representations in the chapter? Did this approach facilitate more meaningful dialogical engagements enabling the students to develop their academic literacies? 
540 |a Copyright © 2016 TESOL International Association 
650 4 |a Economics  |x Economic disciplines  |x Labor economics  |x Employment  |x Occupations  |x Educational personnel  |x Educators  |x Teachers 
650 4 |a Philosophy  |x Applied philosophy  |x Philosophy of education  |x Educational philosophies  |x Critical pedagogy 
650 4 |a Behavioral sciences  |x Psychology  |x Social psychology  |x Social attitudes  |x Multiculturalism 
650 4 |a Education  |x Specialized education  |x Cultural education  |x Multicultural education 
650 4 |a Behavioral sciences  |x Psychology  |x Social psychology  |x Group identity  |x Cultural identity 
650 4 |a Social sciences  |x Human geography  |x Human migration  |x Immigration 
650 4 |a Arts  |x Literature  |x Literary studies  |x Literary theory  |x Dialogism 
650 4 |a Business  |x Business administration  |x Human resources  |x Employee compensation  |x Employee benefits  |x Employee services  |x Employee assistance programs 
650 4 |a Behavioral sciences  |x Sociology  |x Human societies  |x Social dynamics  |x Social change  |x Social integration 
650 4 |a Education  |x Formal education  |x Pedagogy  |x Teaching methods  |x Classroom techniques  |x Class discussion 
655 4 |a research-article 
773 0 8 |i Enthalten in  |t TESOL Quarterly  |d Wiley Subscription Services, Inc.  |g 50(2016), 1, Seite 109-131  |w (DE-627)367389789  |w (DE-600)2115547-1  |x 00398322  |7 nnns 
773 1 8 |g volume:50  |g year:2016  |g number:1  |g pages:109-131 
856 4 0 |u http://www.jstor.org/stable/43893805  |3 Volltext 
912 |a GBV_USEFLAG_A 
912 |a SYSFLAG_A 
912 |a GBV_JST 
912 |a GBV_ILN_11 
912 |a GBV_ILN_20 
912 |a GBV_ILN_22 
912 |a GBV_ILN_23 
912 |a GBV_ILN_24 
912 |a GBV_ILN_31 
912 |a GBV_ILN_32 
912 |a GBV_ILN_39 
912 |a GBV_ILN_40 
912 |a GBV_ILN_60 
912 |a GBV_ILN_62 
912 |a GBV_ILN_63 
912 |a GBV_ILN_65 
912 |a GBV_ILN_69 
912 |a GBV_ILN_70 
912 |a GBV_ILN_73 
912 |a GBV_ILN_74 
912 |a GBV_ILN_90 
912 |a GBV_ILN_95 
912 |a GBV_ILN_100 
912 |a GBV_ILN_105 
912 |a GBV_ILN_110 
912 |a GBV_ILN_120 
912 |a GBV_ILN_138 
912 |a GBV_ILN_150 
912 |a GBV_ILN_151 
912 |a GBV_ILN_161 
912 |a GBV_ILN_170 
912 |a GBV_ILN_171 
912 |a GBV_ILN_187 
912 |a GBV_ILN_213 
912 |a GBV_ILN_224 
912 |a GBV_ILN_230 
912 |a GBV_ILN_266 
912 |a GBV_ILN_285 
912 |a GBV_ILN_293 
912 |a GBV_ILN_370 
912 |a GBV_ILN_374 
912 |a GBV_ILN_602 
912 |a GBV_ILN_636 
912 |a GBV_ILN_702 
912 |a GBV_ILN_2001 
912 |a GBV_ILN_2003 
912 |a GBV_ILN_2004 
912 |a GBV_ILN_2005 
912 |a GBV_ILN_2006 
912 |a GBV_ILN_2007 
912 |a GBV_ILN_2008 
912 |a GBV_ILN_2009 
912 |a GBV_ILN_2010 
912 |a GBV_ILN_2011 
912 |a GBV_ILN_2014 
912 |a GBV_ILN_2015 
912 |a GBV_ILN_2018 
912 |a GBV_ILN_2020 
912 |a GBV_ILN_2021 
912 |a GBV_ILN_2025 
912 |a GBV_ILN_2026 
912 |a GBV_ILN_2027 
912 |a GBV_ILN_2031 
912 |a GBV_ILN_2034 
912 |a GBV_ILN_2037 
912 |a GBV_ILN_2038 
912 |a GBV_ILN_2039 
912 |a GBV_ILN_2044 
912 |a GBV_ILN_2048 
912 |a GBV_ILN_2049 
912 |a GBV_ILN_2050 
912 |a GBV_ILN_2055 
912 |a GBV_ILN_2056 
912 |a GBV_ILN_2057 
912 |a GBV_ILN_2059 
912 |a GBV_ILN_2061 
912 |a GBV_ILN_2064 
912 |a GBV_ILN_2068 
912 |a GBV_ILN_2088 
912 |a GBV_ILN_2093 
912 |a GBV_ILN_2106 
912 |a GBV_ILN_2107 
912 |a GBV_ILN_2108 
912 |a GBV_ILN_2110 
912 |a GBV_ILN_2111 
912 |a GBV_ILN_2112 
912 |a GBV_ILN_2113 
912 |a GBV_ILN_2118 
912 |a GBV_ILN_2119 
912 |a GBV_ILN_2122 
912 |a GBV_ILN_2129 
912 |a GBV_ILN_2143 
912 |a GBV_ILN_2144 
912 |a GBV_ILN_2147 
912 |a GBV_ILN_2148 
912 |a GBV_ILN_2152 
912 |a GBV_ILN_2153 
912 |a GBV_ILN_2188 
912 |a GBV_ILN_2190 
912 |a GBV_ILN_2232 
912 |a GBV_ILN_2336 
912 |a GBV_ILN_2470 
912 |a GBV_ILN_2472 
912 |a GBV_ILN_2507 
912 |a GBV_ILN_2522 
912 |a GBV_ILN_2548 
912 |a GBV_ILN_2935 
912 |a GBV_ILN_2949 
912 |a GBV_ILN_2950 
912 |a GBV_ILN_4012 
912 |a GBV_ILN_4035 
912 |a GBV_ILN_4037 
912 |a GBV_ILN_4046 
912 |a GBV_ILN_4112 
912 |a GBV_ILN_4125 
912 |a GBV_ILN_4126 
912 |a GBV_ILN_4242 
912 |a GBV_ILN_4246 
912 |a GBV_ILN_4249 
912 |a GBV_ILN_4251 
912 |a GBV_ILN_4305 
912 |a GBV_ILN_4306 
912 |a GBV_ILN_4307 
912 |a GBV_ILN_4313 
912 |a GBV_ILN_4322 
912 |a GBV_ILN_4323 
912 |a GBV_ILN_4324 
912 |a GBV_ILN_4325 
912 |a GBV_ILN_4326 
912 |a GBV_ILN_4333 
912 |a GBV_ILN_4334 
912 |a GBV_ILN_4335 
912 |a GBV_ILN_4336 
912 |a GBV_ILN_4338 
912 |a GBV_ILN_4346 
912 |a GBV_ILN_4393 
912 |a GBV_ILN_4700 
951 |a AR 
952 |d 50  |j 2016  |e 1  |h 109-131