LEADER 03602oam 2200685I 450 001 9910779305403321 005 20230802005716.0 010 $a1-136-50750-7 010 $a0-203-06331-7 010 $a1-283-88735-5 010 $a1-136-50743-4 024 7 $a10.4324/9780203063316 035 $a(CKB)2550000000710504 035 $a(EBL)1099197 035 $a(OCoLC)823389277 035 $a(SSID)ssj0000818380 035 $a(PQKBManifestationID)11456728 035 $a(PQKBTitleCode)TC0000818380 035 $a(PQKBWorkID)10839615 035 $a(PQKB)10761628 035 $a(MiAaPQ)EBC1099197 035 $a(Au-PeEL)EBL1099197 035 $a(CaPaEBR)ebr10638924 035 $a(CaONFJC)MIL419985 035 $a(OCoLC)847598982 035 $a(EXLCZ)992550000000710504 100 $a20180706h20122003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aImagined communities and educational possibilities $ea special issue of the journal of language, identity, and education /$fedited by Yasuko Kanno and Bonny Norton 205 $aFirst edition. 210 1$aBoca Raton, FL :$cRoutledge, an imprint of Taylor and Francis,$d[2012]. 210 4$dİ2003 215 $a1 online resource (111 p.) 225 0 $aJournal of language identity, and education. Special issue,$x1534-8458 ;$vv. 2, no. 4 300 $a"Council of Editors of Learned Journals 2002 best new journal award-runner up."--Cover. 311 $a1-138-14651-X 311 $a0-8058-9570-1 320 $aIncludes bibliographical references. 327 $aCover; 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 327 $aImagining a Monocultural Community: Racialization of Cultural Practice in Educational Discourse 330 3 $aImagined 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. 606 $aCommunities 606 $aCommunity education 606 $aCommunity and school 615 0$aCommunities. 615 0$aCommunity education. 615 0$aCommunity and school. 676 $a370.117 702 $aKanno$b Yaskuko.  702 $aNorton$b Bonny$f1956- 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910779305403321 996 $aImagined communities and educational possibilities$93708446 997 $aUNINA