Suhanthie Motha - Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice
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- Book:Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice
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Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice: summary, description and annotation
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This timely and critical look at the teaching of English shows how language is used to create hierarchies of cultural privilege in public schools across the United States. Drawing on the work of four ESL teachers who pursued anti-racist pedagogical practices during their first year of teaching, the author provides a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. She combines current research and original analyses to shed light on real classroom situations faced by teachers of linguistically diverse populations. This book will help pre- and inservice teachers to think about such challenges as differential achievement between language learners and native-speakers; hierarchies of languages and language varieties; the difference between an accent identity and an incorrect pronunciation; and the use of students first languages in English classes. An important resource for classroom teaching, educational policy, school leadership, and teacher preparation, this volume includes reflection questions at the end of each chapter.
This is an important and timely book. How to best educate new Americans, including the best language policies, is a matter of controversy and dissent. Race, Empire, and English Language Teaching is must reading for teachers and school administrators, policymakers, and concerned citizens who are interested in a deeper understanding of how anti-racist pedagogical practices and culturally responsive teaching can work to engage all students moving forward.
Marcelo M. Surez-Orozco, dean and distinguished professor of education, UCLA Graduate School of Education & Information Studies, co-author of Learning a New Land
Foregrounding teachers voices, Motha lucidly conceptualizes ideological facets of teaching Englishmonolingualism, native speakerism, and standard languageas racialized practices that undergird colonial power and contradict pluricentric understandings of English. Her analysis is intellectually robust, morally engaging, and discursively accessible. This is a must-read for all ESL professionals.
Ryuko Kubota, professor, Department of Language and Literacy Education, The University of British Columbia
Suhanthie Motha is assistant professor in the Department of English at the University of Washington, Seattle.
Suhanthie Motha: author's other books
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J AMES A. B ANKS , Series Editor
Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice
S UHANTHIE M OTHA
Black Male(d): Peril and Promise in the Education of African American Males
T YRONE C. H OWARD
LGBTQ Youth and Education: Policies and Practices
C RIS M AYO
Race Frameworks: A Multidimensional Theory of Racism and Education
Z EUS L EONARDO
Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap
P AUL C. G ORSKI
Class Rules: Exposing Inequality in American High Schools
P ETER W. C OOKSON J R .
Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools
A LYSSA H ADLEY D UNN
Streetsmart Schoolsmart: Urban Poverty and the Education of Adolescent Boys
G ILBERTO Q. C ONCHAS AND J AMES D IEGO V IGIL
Americans by Heart: Undocumented Latino Students and the Promise of Higher Education
W ILLIAM P REZ
Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education
ZLEM S ENSOY AND R OBIN D I A NGELO
Achieving Equity for Latino Students: Expanding the Pathway to Higher Education Through Public Policy
F RANCES C ONTRERAS
Literacy Achievement and Diversity: Keys to Success for Students, Teachers, and Schools
K ATHRYN H. A U
Understanding English Language Variation in U.S. Schools
A NNE H. C HARITY H UDLEY AND C HRISTINE M ALLINSON
Latino Children Learning English: Steps in the Journey
G UADALUPE V ALDS , S ARAH C APITELLI , AND L AURA A LVAREZ
Asians in the Ivory Tower: Dilemmas of Racial Inequality in American Higher Education
R OBERT T. T ERANISHI
Our Worlds in Our Words: Exploring Race, Class, Gender, and Sexual Orientation in Multicultural Classrooms
M ARY D ILG
Culturally Responsive Teaching: Theory, Research, and Practice, Second Edition
G ENEVA G AY
Why Race and Culture Matter in Schools: Closing the Achievement Gap in Americas Classrooms
T YRONE C. H OWARD
Diversity and Equity in Science Education: Research, Policy, and Practice
O KHEE L EE AND C ORY A. B UXTON
Forbidden Language: English Learners and Restrictive Language Policies
P ATRICIA G NDARA AND M EGAN H OPKINS , E DS .
The Light in Their Eyes: Creating Multicultural Learning Communities, 10th Anniversary Edition
S ONIA N IETO
The Flat World and Education: How Americas Commitment to Equity Will Determine Our Future
L INDA D ARLING -H AMMOND
Teaching What Really Happened: How to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History
J AMES W. L OEWEN
Diversity and the New Teacher: Learning from Experience in Urban Schools
C ATHERINE C ORNBLETH
Frogs into Princes: Writings on School Reform
L ARRY C UBAN
Educating Citizens in a Multicultural Society, Second Edition
J AMES A. B ANKS
Culture, Literacy, and Learning: Taking Bloom in the Midst of the Whirlwind
C AROL D. L EE
Facing Accountability in Education: Democracy and Equity at Risk
C HRISTINE E. S LEETER , E D .
Talkin Black Talk: Language, Education, and Social Change
H. S AMY A LIM AND J OHN B AUGH , E DS .
Improving Access to Mathematics: Diversity and Equity in the Classroom
N AILAH S UAD N ASIR AND P AUL C OBB , E DS .
To Remain an Indian: Lessons in Democracy from a Century of Native American Education
K. T SIANINA L OMAWAIMA AND T ERESA L. M C C ARTY
Education Research in the Public Interest: Social Justice, Action, and Policy
G LORIA L ADSON -B ILLINGS AND W ILLIAM F. T ATE , E DS .
Multicultural Strategies for Education and Social Change: Carriers of the Torch in the United States and South Africa
A RNETHA F. B ALL
We Cant Teach What We Dont Know: White Teachers, Multiracial Schools, Second Edition
G ARY R. H OWARD
Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom
C HRISTINE E. S LEETER
Beyond the Big House: African American Educators on Teacher Education
G LORIA L ADSON -B ILLINGS
Teaching and Learning in Two Languages: Bilingualism and Schooling in the United States
E UGENE E. G ARCA
Improving Multicultural Education: Lessons from the Intergroup Education Movement
C HERRY A. M C G EE B ANKS
Education Programs for Improving Inter group Relations: Theory, Research, and Practice
W ALTER G. S TEPHAN AND W. P AUL V OGT , E DS .
Walking the Road: Race, Diversity, and Social Justice in Teacher Education
M ARILYN C OCHRAN -S MITH
City Schools and the American Dream: Reclaiming the Promise of Public Education
P EDRO A. N OGUERA
Thriving in the Multicultural Classroom: Principles and Practices for Effective Teaching
M ARY D ILG
Educating Teachers for Diversity: Seeing with a Cultural Eye
J ACQUELINE J ORDAN I RVINE
Teaching Democracy: Unity and Diversity in Public Life
W ALTER C. P ARKER
The Makingand Remakingof a Multiculturalist
C ARLOS E. C ORTS
Transforming the Multicultural Education of Teachers: Theory, Research, and Practice
M ICHAEL V AVRUS
Learning to Teach for Social Justice
L INDA D ARLING -H AMMOND , J ENNIFER F RENCH , AND S ILVIA P ALOMA G ARCIA -L OPEZ , E DS .
Culture, Difference, and Power
C HRISTINE E. S LEETER
Learning and Not Learning English: Latino Students in American Schools
G UADALUPE V ALDS
The Children Are Watching: How the Media Teach About Diversity
C ARLOS E. C ORTS
Multicultural Education, Transformative Knowledge, and Action: Historical and Contemporary Perspectives
J AMES A. B ANKS , E D .
C REATING R ESPONSIBLE AND E THICAL A NTI -R ACIST P RACTICE
Teachers College,
Columbia University
New York and London
Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Copyright 2014 by Teachers College, Columbia University
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher.
This book incorporates elements from the following published works:
Afternoon tea at Sus: Participant voice and community in critical feminist ethnography by S. Motha, 2009, In S. Kouritzin, N. Piquemal, & R. Norman (Eds.), Qualitative research: Challenging the orthodoxies (pp. 103120), New York, NY: Routledge. 2009 Taylor & Francis Group. Republished with permission.
Racializing ESOL teacher identities in U.S. K12 public schools by S. Motha, 2006, TESOL Quarterly, 40 (3), 103118. 2006 TESOL International Association. Republished with permission of John Wiley and Sons.
Decolonizing ESOL: Negotiating linguistic power in U.S. public school classrooms by S. Motha, 2006, Critical Inquiry in Language Studies, 3 (2&3), 75100. 2006 Taylor & Francis. Republished with permission.
Library of Congress Cataloging-in-Publication Data
Motha, Suhanthie.
Race, empire, and English language teaching: the light cast by someone elses lamp / Suhanthie Motha.
pages cm. (Multicultural education series)
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