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Title: Discourses and Identities in Contexts of Educational Change

Discourses and Identities in Contexts of Educational Change

Contributions from the United States and Mexico

by Guadalupe López-Bonilla (Volume editor) Karen Englander (Volume editor)
©2011 Textbook 279 Pages
Education
Series: Counterpoints, Volume 387

Summary

Discourses and Identities in Contexts of Educational Change presents the work of fourteen scholars concerning the United States and Mexico. The authors explore current and changing educational contexts through the relationship between discourses and identities. These are contexts in which the participants must negotiate multiple, and sometimes conflicting, positions. The empirical studies reported here are grounded in contemporary theories of sociolinguistics and literacy practices, social relations conceptualized in dynamics of power, and identity representations. The book uniquely contributes to the challenges facing different educational communities in specific contexts by using discourse and identity as the conceptual tools to analyze the problematic and often unclear relationship among diverse educational actors immersed in contexts of change at the local, national, and global levels.

Details

Pages
279
Year
2011
ISBN (Hardcover)
9781433109294
ISBN (Softcover)
9781433109287
Language
English
Keywords
Power inequality cultural models participation sociolinguistics educational practices
Published
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2011. 280 pp., num. ill. and tables

Biographical notes

Guadalupe López-Bonilla (Volume editor) Karen Englander (Volume editor)

Guadalupe López-Bonilla is a professor of literacy studies and discourse analysis at the Universidad Autónoma of Baja California. Her research interests include high school students’ literacy practices, inequality in education, and youths’ identities. She is coauthor (with Alma Carrasco and Alicia Peredo) of La lectura desde el currículo de educación básica y media superior en México (2008) (Reading in Language Arts in the Mexican National K-12 Curriculum). Karen Englander is a professor in the Faculty of Languages at the Universidad Autónoma de Baja California in Ensenada, Mexico. She brings 25 years of teaching experience in English as a second/foreign language in Canada, California, and Mexico, to her research in academic literacy and disciplinary writing. She is co-author (with David Hanauer) of the forthcoming Scientific Writing in a Second Language.

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Title: Discourses and Identities in Contexts of Educational Change