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

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

295
views

0
downloads

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

Suggestions

OpenMETU
Core

Classroom teachers and teacher educators' perceptions about the new elementary school curriculum in Kars Yalçın, Tuğba; Akar, Hanife; Department of Educational Sciences (2010) This cross sectional survey study examined the perceptions of classroom teachers in urban regions of Kars Province including its towns and teacher educators in Kafkas University about the new elementary school curriculum in Kars Province. It also revealed their perceptions about the strengths and weaknesses of the elementary school curriculum, students’ educational needs from the window of local characteristics of Kars, and classroom teachers’ needs with regard to the new elementary school curriculum. The d...
Implementation of Education for Sustainability in Turkish Pre-Service Teachers' Practicum Alici, Sule; Alan, Havva Ayça (2022-01-01) In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participa...
Landscaping Discourses of Diversity and Citizenship Education Through a Multilayered Critical Qualitative Study KARAKUŞ ÖZDEMİRCİ, Özge; Akar, Hanife; Department of Curriculum and Instruction (2022-2-17) This study aims to landscape discourses on diversity and citizenship in the context of 4th grade curriculum. To address this purpose, a multilayered critical qualitative study design was utilized with embedded units. Qualitative data were obtained from official curriculum documents and the site visits of purposefully selected 55 primary schools in Adana sub-region. By deepening the analysis along with each layer, a multilayered and multidimensional analysis that consisted of the analysis of 4th grade curric...
University preparatory school students' and teachers' perceptions of computer-assisted language learning environment Küçük, Tuğba; Engin Demir, Cennet; Department of Educational Sciences (2009) This study aimed at investigating university preparatory school students’ and teachers’ perceptions of computer-assisted language learning (CALL) environment. The sample consisted of 308 students and 50 teachers from Zonguldak Karaelmas University Preparatory School. Data was gathered from the participants via two Effective CALL Questionnaires (ECALLQ) developed by the researcher. Both inferential and descriptive statistics were used to analyze the data. Principal component analysis was used to find the dim...
Elementary Students' Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender Ozkal, Kudret; Tekkaya, Ceren; Sungur, Semra; Çakıroğlu, Jale; Çakıroğlu, Erdinç (Informa UK Limited, 2011-03-01) This study investigated students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender. Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument. Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed views about...

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.