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Brokering Britain, Educating Citizens
This book addresses the politically charged issue of citizenship and English language learning among adult migrants in the UK. Whilst citizenship learning is inherent in English for Speakers of Other Languages (ESOL), the book argues that top-down approaches and externally-designed curricula are not a productive or useful approach. Meaningful citizenship education in adult ESOL is possible, however, if it brings social and political content centre-stage alongside pedagogy which develops the capabilities for active, grassroots, participatory citizenship. The chapters deliver a detailed examination of citizenship and ESOL in the UK. They address a range of community and college-based settings and the needs and circumstances of different groups of ESOL students, including refugees, migrant mothers, job seekers and students with mental health needs. The book draws attention to the crucial role of ESOL teachers as ‘brokers of citizenship’ mediating between national policy and the experiences and needs of adult migrant students. The book links together language pedagogy and citizenship theory with the practical concerns of ESOL teachers and students.
The Power of Voice in Transforming Multilingual Societies
This volume aims to capture evidence of marginalized voices in various contexts globally and show how speakers seek to reclaim their voices and challenge power relations. The chapters reveal how speakers actively confront inequities in society such as the unequal distribution of resources. Through bottom-up initiatives and conscious involvement in language use, documentation and the development of language domains, speakers can address issues of language-based marginalization, (re)establish linguistic human rights and reclaim their linguistic and cultural identity. Chapters in the volume explore commitments to democratic participation, to voice, to the heterogeneity of linguistic resources and to the political value of sociolinguistic understanding. Drawing upon the framework of linguistic citizenship, they link questions of language to sociopolitical discourses of justice, rights and equity, as well as to issues of power and access within a political and democratic framework.
Struggles for Multilingualism and Linguistic Citizenship
This book offers a fresh perspective on the social life of multilingualism through the lens of the important notion of linguistic citizenship. All of the chapters are underpinned by a theoretical and methodological engagement with linguistic citizenship as a useful heuristic through which to understand sociolinguistic processes in late modernity, focusing in particular on linguistic agency and voices on the margins of our societies. The authors take stock of conservative, liberal, progressive and radical social transformations in democracies in the north and south, and consider the implications for multilingualism as a resource, as a way of life and as a feature of identity politics. Each chapter builds on earlier research on linguistic citizenship by illuminating how multilingualism (in both theory and practice) should be, or could be, thought of as inclusive when we recognize what multilingual speakers do with language for voice and agency.
Activism in Language Teaching and Language Teacher Education
"Bringing together innovative practical and theoretical perspectives, this open access volume serves as a guide for thinking about and promoting activism within the contexts of language teaching and language teacher education. This work explores the landscape of activism by and with language teachers and language teacher educators. It reflects on how language teachers, teacher educators, and scholars, can develop and sustain activist efforts purposefully to create equitable and just education for multilingual learners"--
Liberating Language Education
This book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.
Narratives of Forced Mobility and Displacement in Contemporary Literature and Culture
Narratives of Forced Mobility and Displacement in Contemporary Literature and Culture: Border Violence focuses on the evidence of the effects of displacement as seen in narratives—cinematic, photographic, and literary—produced by, with, or about refugees and migrants. The book explores refugee journeys, asylum-seeking, trafficking, and deportation as well as territorial displacement, the architecture of occupation and settlement, and border separation and violence. The large-scale movement of people from the global South to the global North is explored through the perspectives of the new mobilities paradigm, including the fact that, for many of the displaced, waiting and immobility is a common part of their experience. Through critical analysis drawing on cultural studies and literary studies, Roger Bromley generates an alternative “map” of texts for understanding displacement in terms of affect, subjectivity, and dehumanization with the overall aim of opening up new dialogues in the face of the current stream of anti-refugee rhetoric.
The Principal
Using Machievelli's 'The Prince' as a metaphor, the contributors stringently examine how power is exercised and experienced in the Further Education sector and where it is leading. Playfully but with fierce commitment to FE, they consider adult education and the FE systems throughout the UK and in Ireland and Australia.
Pediatric Atlas of Ultrasound- and Nerve Stimulation-Guided Regional Anesthesia
This is the first comprehensive text-atlas that shows how to use ultrasound technology and nerve stimulation techniques to guide regional blockade in children. Clinical chapters follow a sequential, highly illustrated format that provides step-by-step guidance and include cases, clinical pearls, and troubleshooting tips. Nearly 400 figures, consisting of ultrasound images, MRI images, and schematics, have been assembled to maximize understanding of pediatric neuroanatomy and its relationship to surrounding anatomical structures. To help the novice user, the book features side-by-side presentation of unlabeled and labeled ultrasound images. Pediatric Atlas of Ultrasound- and Nerve Stimulation...
Further Education and the Twelve Dancing Princesses
'Cinderella' is the dominant metaphor used to describe further education, but the book challenges this deficit metaphor and replaces it with another of the Brothers Grimm's tales, the 'Twelve Dancing Princesses'. The twelve princesses escape from the room they are locked in to dance all through each night. As a metaphor for teaching in FE, this tale suggests the possibility of subversion, of autonomy in teaching and learning, and a collective rather than individualist notion of professionalism, even within repressive contexts. Twelve chapters from twelve experienced practitioners suggest professional development that will culminate in a collective, celebratory alternative. They explore the p...
