http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
xxii, 238 pages : illustrations ; 25 cm.
This book articulates an understanding of what is meant by the term social justice from a global perspective, drawing upon examples of practice from across a range of English for academic purposes (EAP) and English language teaching (ELT) higher education contexts. Presently, within western higher educational systems, there is a drive for greater integration of approaches that lend themselves to social justice. However, questions still remain about what that means in practice. This book seeks to answer that not by telling but by showing. It presents a series of chapters that act as vignettes into a diverse set of classrooms, contexts and countries, offering examples of how and where an epistemology of social justice has been put into practice in teaching and learning situations. Such situations range from cross-continental higher educational partnerships between east and west to instances of EAP practitioners' work with refugees from north Africa and the Middle East. These examples are threaded together by the common goal of understanding what it is that defines an enactment of social justice and what the shared denominators are across these contexts. Through looking at these various examples, the authors produce a set of codes and themes that are common to practice across contexts and discuss how these might help inform practice in other areas of language education, higher education and educational development work in general.
Foreword, John Gray (University College London, UK) -- Introduction: Social Justice in a Time of Climate Change, Paul Breen (University College London, UK) -- 1. The Evaluation and Evolution of a Framework that Integrates the Awareness of Social Justice into EAP Teaching and Learning Materials, Robert Farag, Katherine Mansfield, Hilary McDowell and Svetlana Page and Ignez Pereira (University of Westminster, UK) -- 2. Curriculum for Change, Jo Kukuczka (University of Warwick, UK) -- 3. Critical EAP: A Marginalized Friend?, Natalia Fedorova(University of Coimbra, Portugal) and Kashmir Kaur (University of Leeds, UK) -- 4. Placing Assessment in the Vanguard of Social Justice in English for Academic Purposes, Jan McArthur (University of Lancaster, UK) -- 5. The White Gaze and Translanguaging -- Getting Multilingual Students' Voices Heard, Nguyet Luu (University of Roehampton, UK) -- 6. Becoming Socially Just Educators: A Trioethnographic Study of Exploring Professional Identity through Dialogue, Ethics of Care and Creativity, Lorraine Mighty (University of Birmingham, UK), Tomasz John (University of Strathclyde, UK), Iwona Winiarska-Pringle (University of Glasgow, UK) -- 7. What Silence Tells Us, Danielle Tran (University of the Arts London, UK) -- 8. Adopting a Social Justice Lens in EAP -- The Application of Cognitive Skills of Compassionate Communication (CSCC) in Online Task-focused Group Meetings, J.M.P.V.K. Jayasundara (Uva Wellassa University, Sri Lanka) -- 9. English for Academic Purposes for Students in Fragile Environments, Yvonne Fraser -- 10. Contesting Narratives of the Deficit Writer: A Writing for Publication Workshop Programme for Displaced Syrian Academics, Marion Heron (University of Surrey, UK) and Tom Parkinson (University of Kent, UK) -- 11. A Reflection on Social Justice in International EAP: Addressing (or Not...) Gender Inequality through English Instruction, Magdalena Rostron (Georgetown University, Qatar) -- 12. The Journey of Develop EAP: From a Single Step to a More Sustainable and Shared Practice, Averil Bolster (University of Turku, Finland) -- 13. English for Research Purposes and Linguistic Diversity: Researcher Reflexivity and Social Justice, Magdalena De Stefani (British Council, Uruguay), Richard Fay (University of Manchester, UK), and Zhuo Min Huang (University of Manchester, UK) -- 14. Los de la UABJO: Resisting Linguistic Imperialism in Southern Mexico through the Indigenisation of Language Pedagogy, Alexander Black (University College London, UK) and Mónica Sánchez-Hernández (University of Bristol, UK) -- Conclusion: Concluding Reflections upon Social Justice in EAP and ELT Contexts, Paul Breen (University College London, UK) -- Index.
edited by Paul Breen and Michele le Roux.
Includes bibliographical references and index.