Imagined 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.
Table of Contents
Volume 2, Number 4, 2003. Contents: Y. Kanno, B. Norton, Imagined Communities and Educational Possibilities: Introduction. A. Pavlenko, "I Never Knew I Was a Bilingual": Re-imagining Teacher Identities in TESOL. D. Dagenais, Accessing Imagined Communities Through Multilingualism and Immersion Education. Y. Kanno, Imagined Communities, School Visions, and the Education of Bilingual Students in Japan. B. Norton, F. Kamal, The Imagined Communities of English Language Learners in a Pakistani School. S. Silberstein, Teaching Culture: Imagined Communities and National Fantasies in the O.J. Simpson Case. A. Blackledge, Imagining a Monocultural Community: Racialization of Cultural Practice in Educational Discourse.