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Rethinking internationalisation at 'home' on an ESOL teacher education programme

Rethinking internationalisation at 'home' on an ESOL teacher education programme

Chopra, Priti (2012) Rethinking internationalisation at 'home' on an ESOL teacher education programme. In: British Association for International and Comparative Education Conference 2012, 8-10 Sep 2012, Churchill College, University of Cambridge. (Unpublished)

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Abstract

This paper analyses officially validated dominant perceptions of professional competency and identity within a postgraduate ESOL (English for Speakers of Other Languages) teacher education programme. Through ethnographic vignettes this paper explores the multicultural practices and identities of first generation migrant course participants as forms of (un)validated knowledge. The study examines how intersectionality in terms of ethnicity, class, age, religion and gender impacts on their learning and learning identities (see Bartlett 2007; Street 2009). This research provides insights into how a process of (re)claiming intercultural learning may encourage a more active engagement with the (un)validated knowledge and socio-cultural realities of minority groups of learners ( e.g. Hall 1990; Gudykunst 2005; Holliday 2010). Drawing on a twelve month ethnographic style study, this paper considers ‘other’ glocal realities (Featherstone 1995) which form a part of the subjective processes through which diverse polyvocal situated gendered first generation migrant course participants understand, use and create knowledge to write themselves into multilayered representations within and beyond the course. This study is responsive to three key questions centred on the experiences of heterogeneous course participants: How is the learning trajectory of first generation migrant course participants impacted on by issues of power and representation? What type of challenges related to voice, visibility and agency are encountered through officially validated conceptualisations of competency and professional identity? What are the implications for developing inclusive intercultural teacher education practice?

Item Type: Conference or Conference Paper (Paper)
Additional Information: [1] Presented at British Association for International and Comparative Education Conference 2012 - Edcuation, Mobility and Migration: People, Ideas and Resources. Held 8-10 September 2012, Churchill College, University of Cambridge.
Uncontrolled Keywords: ESOL, teacher education, internationalisation
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Centre for Leadership & Enterprise
Related URLs:
Last Modified: 14 Oct 2016 09:22
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/8900

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