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| Autor/in | Anwaruddin, Sardar M. |
|---|---|
| Titel | Contesting the Violence of Tylerism: Toward a Cosmopolitan Approach to the Curriculum of Second Language Teacher Education |
| Quelle | In: Teaching in Higher Education, 21 (2016) 4, S.429-441 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-2517 |
| DOI | 10.1080/13562517.2016.1155550 |
| Schlagwörter | Second Language Learning; Second Language Instruction; Language Teachers; Teacher Education; Hidden Curriculum; Violence; Social Problems; Teacher Education Curriculum; Civil Rights; Ethics; Cultural Differences |
| Abstract | While the field of second language teacher education (SLTE) has expanded noticeably over the past decade, little attention has been paid to specific approaches to its curriculum. Taking a hidden-curriculum approach, I show that the curriculum of SLTE is focused predominantly on the content, method and assessment of teaching, which I describe as Tylerism. Moreover, the curriculum remains largely silent about such social concerns as the spread of violence. I argue that this silence itself serves as a frame of violence. In order to re-imagine the SLTE curriculum, I propose three principles drawn from rooted cosmopolitanism. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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