Transformation and Empowerment through Education challenges the normalisation of Western discourses as the optimal choice for empowering education. The book aims to reconstruct our relationship with education and employs contemporary theories in order to understand some of the most persistent phenomena in contemporary education and its role in our lives.
Written by professionals with experience of a wide range of academic and institutional conventions and traditions, and from diverse ethnocultural backgrounds, this book effectively presents a global perspective on educational practices, both inside and outside the classroom. The range of topics covered includes equity, access, inclusivity, social justice, leadership and the internationalisation of teaching.
This book, based on empirical studies using key methodologies, is ideal for academics and postgraduate researchers interested in critical pedagogy, educational studies and educational linguistics, as well as educators and policymakers around the world.
Table of Contents
List of Contributors
Chapter One: Introduction: Transformation through education in contemporary times: A Freirean reconsideration Raqib Chowdhury
Section One: Education, Pedagogy and Access
Chapter Two: Negotiating identities: Classroom picturebook discussions with diverse learners Sue Wilson and Jennifer Rennie
Chapter Three: EFL learners’ roles in a meditational process of written corrective feedback: Writing accuracy and responses Trang Thi Doan Dang
Chapter Four: Empowerment and knowledge transformation through critical reading and thinking: A case study of Iranian university students H. Shokouhi and M. Latifi
Chapter Five: Reweaving the ‘Self’ through a dialogic approach to ESP pedagogy in Iran: Accounts of ontological transformations Mahtab Janfada
Chapter Six: Pedagogical and professional perspectives on developing graduates’ employability: The case of university translation programs in Vietnam Thu T.Q. Do
Section Two: Education, Pedagogy and Learning
Chapter Seven: Tensions and resistance during collaborative efforts for change: Facilitating the implementation of task-based pedagogy in Iran Elahe Shakhsi Dastgahian, Marianne Turner and Janet Scull
Chapter Eight: Religious orientation and English language achievement in secondary education: A correlational study in an Iranian context Beheshteh Shakhsi Dastgahian and Ebrahim Khodadady
Chapter Nine: Towards a pedagogy to help postgraduate students avoid plagiarism in English academic writing in the EFL context Thi Van Lam Nguyen
Chapter Ten: Redefining the role of Asian literacy in Western-based undergraduate curricula across disciplines: A case of Australian universities Caterina Ho
Section Three: Education, Pedagogy and Power
Chapter Eleven: From the middle out: Empowering transformational leadership capability of middle-level school leaders Vanessa Fernandes
Chapter Twelve: Putting the US higher education card on building local capacity: Saudi Arabia as a national case Osman Barnawi
Chapter Thirteen: The teacher as a colony: Cambodian cases of fabrication and self-empowerment Takayo Ogisu and Eisuke Saito
Chapter Fourteen: Conclusion
Revisiting transformation and empowerment through education: Generating themes Elahe Shakhsi Dastgahian
Raqib Chowdhury is a Lecturer in TESOL/ESL in the Faculty of Education at Monash University, Australia.