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(Re)claiming ‘truth’: (de)constructing learning identities through (un)validated knowledge

(Re)claiming ‘truth’: (de)constructing learning identities through (un)validated knowledge

Chopra, Priti (2011) (Re)claiming ‘truth’: (de)constructing learning identities through (un)validated knowledge. In: Mobility Language Literacy: An international conference examining transnational, translocal and global flows of people, language and literacy through the lens of social practice, 19-21Jan 2011, Vineyard Conference Centre, Claremont, Cape Town, South Africa. (Unpublished)

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Abstract

Truth can only be a surface. But the blushing movement of that truth which is not suspended in quotation marks casts a modest veil over such a surface. And only through such a veil which thus falls over it could ‘truth’ become truth, profound, indecent, desirable. But should that veil be suspended, or even fall a bit differently, there would no longer be any truth, only ‘truth’ -written in quotation marks. (Derrida 1997:59)

This paper considers intercultural learning for teacher educators (see for example Collard and Wang 2005) a basis for enhancing teaching practice in a British government teacher education programme for English for Speakers of Other Languages (ESOL). Through ethnographic vignettes I (re)present the multicultural practices and multilingual identities of first generation migrant ESOL teacher ‘trainees’ as forms of (un)validated knowledge -within the context of the ESOL teacher education programme. I (re)claim ‘truth’ by examining how intersectionality in terms of ethnicity, class and gender impacts on their learning and learning identities. Drawing on the work of Lea and Street (1999; 2000), I analyse their academic literacy practices and their academic support provision in order to identify key issues and practices that require pedagogical consideration and cultural awareness. I claim that through a process of intercultural learning ESOL teacher educators may open spaces for reflecting on and transforming their practice. This may encourage a more active engagement with the (un)validated knowledge and socio-cultural realities of minority groups of ESOL teacher ‘trainees’.

Item Type: Conference or Conference Paper (Paper)
Additional Information: This paper was given at the 'Mobility Language Literacy: An international conference examining transnational, translocal and global flows of people, language and literacy through the lens of social practice', held 19-21 January 2011, Vineyard Conference Centre, Claremont, Cape Town, South Africa.
Uncontrolled Keywords: intercultural learning, ESOL teacher education
Subjects: L Education > L Education (General)
Pre-2014 Departments: School of Education
School of Education > Department of Professional Learning & Development
Related URLs:
Last Modified: 14 Oct 2016 09:12
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/4733

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