Imagined communities and educational possibilities : a special issue of the journal of language, identity, and education / / edited by Yasuko Kanno and Bonny Norton

• Record Nr.: UNINA9910779305403321
• Pubbl/distr/stampa: Boca Raton, FL : , : Routledge, an imprint of Taylor and Francis, , [2012]; ©2003
• ISBN: 1-136-50750-7; 0-203-06331-7; 1-283-88735-5; 1-136-50743-4
• Edizione: [First edition.]
• Descrizione fisica: 1 online resource (111 p.)
• Collana: Journal of language identity, and education. Special issue, , 1534-8458 ; ; v. 2, no. 4
• Disciplina: 370.117
• Soggetti: Communities; Community education; Community and school
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: "Council of Editors of Learned Journals 2002 best new journal award-runner up."--Cover.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Cover; Journal of Language, Identity, and Education: Imagined Communities and Educational Possibilities; Copyright; Imagined Communities and Educational Possibilities: Introduction; ""I Never Knew I Was a Bilingual"": Reimagining Teacher Identities in TESOL; Accessing Imagined Communities Through Multilingualism and Immersion Education; Imagined Communities, School Visions, and the Education of Bilingual Students in Japan; The Imagined Communities of English Language Learners in a Pakistani School; Teaching Culture: Imagined Communities and National Fantasies in the O. J. Simpson Case; Imagining a Monocultural Community: Racialization of Cultural Practice in Educational Discourse
• Sommario/riassunto: Imagined Communities and Educational Possibilities focuses on three main themes: imaged communities expand the range of possible selves, technological advances in the last two decades have had a ; significant impact on what is possible to imagine, and imagination at even the most personal level is related to social ideologies and hegemonies. The diverse studies in this issue demonstrate convincingly that learners and teachers are capable of imagining the world as different from prevailing realities. Moreover, time and energy can be invested to strive for the realization of alternative visions of the future. Research in this special issue suggests that investment in such imagined communities offers intriguing possibilities for social and educational change.