Kubanyiova, M (2020) Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world. Language Teaching Research, 24 (1). pp. 49-59. ISSN 1362-1688
Abstract
Language learning happens across many sites of social interactions; those scarred by injustices, conflicts and structural violence as well as those characterised by conviviality of human encounters and acts of welcoming the stranger. This article outlines new directions for language teacher education in this age of ambiguity. I propose that its core task should
involve educating responsive meaning makers in the world, that is, teachers who are critically conscious of the politics of their social worlds while, at the same time, committed to growing their capacity to respond to the particular moment of an educational encounter. I suggest that creative arts may play a crucial part in preparing language teachers for such re-envisioned roles.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s) 2018. This is an author produced version of a paper published in Language Teaching Research. Reprinted by permission of SAGE Publications. |
Keywords: | creative arts, critical turn in language teacher education, knowledge base of language teacher education, language teachers, language teaching as acts of moral imagination |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 04 Jun 2018 13:21 |
Last Modified: | 29 Jan 2020 15:07 |
Status: | Published |
Publisher: | SAGE Publications |
Identification Number: | 10.1177/1362168818777533 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:131302 |