Interrogating Privilege
Reflections of a Second Language Educator
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Teaching, Teaching Methods
| Author: | Stephanie Vandrick | ISBN: | 9780472029785 |
| Publisher: | University of Michigan Press | Publication: | April 17, 2013 |
| Imprint: | University of Michigan Press ELT | Language: | English |
| Author: | Stephanie Vandrick |
| ISBN: | 9780472029785 |
| Publisher: | University of Michigan Press |
| Publication: | April 17, 2013 |
| Imprint: | University of Michigan Press ELT |
| Language: | English |
Interrogating Privilege is a welcome combination of personal essays and academic research, blending theory, analysis, and narrative to explore the function and consequences of privilege in second language education.
While teachers’ focus on the learning process and class goals are quite important, there is not enough attention paid to the types of privilege—or lack thereof—that individuals bring to the classroom. Through chapters that can either stand alone or be read together, with topics such as gender, age, and colonialism (the author is the daughter of missionary parents) in second language teaching, this book seeks to address the experiences of teachers, scholars, and students as “whole persons” and to observe the workings of identity and privilege in the educational setting.
Interrogating Privilege is a welcome combination of personal essays and academic research, blending theory, analysis, and narrative to explore the function and consequences of privilege in second language education.
While teachers’ focus on the learning process and class goals are quite important, there is not enough attention paid to the types of privilege—or lack thereof—that individuals bring to the classroom. Through chapters that can either stand alone or be read together, with topics such as gender, age, and colonialism (the author is the daughter of missionary parents) in second language teaching, this book seeks to address the experiences of teachers, scholars, and students as “whole persons” and to observe the workings of identity and privilege in the educational setting.
