Negotiating Identities

Anglophones Teaching and Living in Quebec

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Social & Cultural Studies, Social Science, Anthropology, Sociology
Cover of the book Negotiating Identities by Diane Gerin-Lajoie, University of Toronto Press, Scholarly Publishing Division
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Author: Diane Gerin-Lajoie ISBN: 9781442617186
Publisher: University of Toronto Press, Scholarly Publishing Division Publication: April 6, 2016
Imprint: Language: English
Author: Diane Gerin-Lajoie
ISBN: 9781442617186
Publisher: University of Toronto Press, Scholarly Publishing Division
Publication: April 6, 2016
Imprint:
Language: English

As members of an official linguistic minority in Canada, Anglophone teachers living and working in Quebec have a distinct experience of the relationship between language and identity. In Negotiating Identities, Diane Gérin-Lajoie uses a critical sociological framework to explore the life stories of Anglophone teachers and illustrate the social practices which connect them with their linguistic, cultural, and professional identities.

Exploring the complexity of identity as a lived experience, Negotiating Identities demonstrates the strength of language as a political force in these educators’ lives both in the classroom and outside it. Through comparisons with the other official linguistic minority in Canada, the Francophones, and particularly with Franco-Ontarians, this book tells the stories of Quebec’s Anglophone teachers in their own words, providing a unique account of how these individuals make sense of their lives as residents of Quebec.

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

As members of an official linguistic minority in Canada, Anglophone teachers living and working in Quebec have a distinct experience of the relationship between language and identity. In Negotiating Identities, Diane Gérin-Lajoie uses a critical sociological framework to explore the life stories of Anglophone teachers and illustrate the social practices which connect them with their linguistic, cultural, and professional identities.

Exploring the complexity of identity as a lived experience, Negotiating Identities demonstrates the strength of language as a political force in these educators’ lives both in the classroom and outside it. Through comparisons with the other official linguistic minority in Canada, the Francophones, and particularly with Franco-Ontarians, this book tells the stories of Quebec’s Anglophone teachers in their own words, providing a unique account of how these individuals make sense of their lives as residents of Quebec.

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