Inclusive and exclusive uses of we in four American textbooks for multicultural teacher education

Date

2018-09-01

Author

Uzum, Baburhan
Yazan, Bedrettin
Selvi, Ali Fuad

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This study analyses four American multicultural teacher education textbooks for instances of inclusive and exclusive representations through the use of first person plural pronouns (i.e. we, us, our, ours). Positioning theory is used as a theoretical framework to examine the textbook authors' uses of first person plural pronouns and to understand how these pronouns perform reflexive and interactive positioning and fluidly (re)negotiate and (re)delineate the borders between self' and other.' The findings suggest that first person plural pronouns are used extensively in the focal textbooks to refer to such groups as authors, Americans, humans, teachers, and teacher educators. Expressing differing levels of ambiguity in interpretation, these pronouns play significant roles in the discursive representations of inclusivity and exclusivity across topics of multicultural education. This study implicates that language teachers should use criticality and reflexivity when approaching exclusionary discourses and representations that neglect the particularities of individuals from different cultures.

Subject Keywords

Critical discourse, Education textbooks, Intercultural competence, Teacher education, Pronouns

URI

https://hdl.handle.net/11511/66984

Journal

LANGUAGE TEACHING RESEARCH

DOI

https://doi.org/10.1177/1362168817718576

Collections

Education and Humanities, Article

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Citation Formats

B. Uzum, B. Yazan, and A. F. Selvi, “Inclusive and exclusive uses of we in four American textbooks for multicultural teacher education,” LANGUAGE TEACHING RESEARCH, pp. 625–647, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/66984.