Interrogating Privilege

Reflections of a Second Language Educator

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Teaching, Teaching Methods
Cover of the book Interrogating Privilege by Stephanie Vandrick, University of Michigan Press
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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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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