Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

PhD Presentation - Brussels June 2015 (M.G. Imperiale)

645 views

Published on

PhD Presentation - Brussels June 2015 (M.G. Imperiale)

Published in: Education
  • Be the first to comment

  • Be the first to like this

PhD Presentation - Brussels June 2015 (M.G. Imperiale)

  1. 1. Researching Multilingually at the Borders of Language, the Body, Law and the State Funded by the Arts and Humanities Research Council (UK) through the Translating Cultures Programme [grant reference AH/L006936/1] Brussels Symposium, June 2015 Gaza teaches back: online critical participatory action research with pre-service English teachers from the Gaza Strip Maria Grazia Imperiale m.imperiale.1@research.gla.ac.uk (PhD candidate, School of Education, University of Glasgow)
  2. 2. Overview - Literature review - Research questions - Methodology: Critical Participatory Action Research - Field work: Teacher training course at IUG, ‘Using Art of Resistance in English language teaching’.
  3. 3. Literature review - Post-colonial studies: Orientalism (Said, 1978; 1979; 2003) - Critical applied linguistics: • English linguistic imperialism and linguicism (Phillipson, 1992); • ELT: construction of counter-discourses (Pennycook 1998) • Appropriate methodology (Holliday, 1994) • Linguistic resistance (Canagarajah, 2003) - Refugee education and education in emergency (UNHCR, 2011; UNRWA, 2009; Talbot, 2005) - Capabilities approach (Nussbaum, 2000; Sen, 1985; 2001) in language education (Crosbie, 2012)
  4. 4. Research questions Funded by the Arts and Humanities Research Council (UK) through the Translating Cultures Programme [grant reference AH/L006936/1] -How can a grounded framework be devised for language education in contexts of occupation and in the precarious instability of the Middle East? Auxiliary questions: - What are the goals of foreign language education in the context of occupation of Gaza Strip, Palestine? - Which capabilities for language education in context of occupation can be identified? - How does the context of siege influence the teaching-learning process? - How can ‘Art of Resistance’ be used in English language teaching as a localized, creative, and critical approach to language education?
  5. 5. Methodology: critical participatory action research (Kemmis and McTaggart, 2014) - “Social practice”: a practice changing practice, and changing practice architectures (Kemmis and McTaggart, 2014) - Teacher Training Course ‘Using Art of Resistance in ELT’ – 24 hours, 7 workshops. - Participants: 13 graduates or senior students of the Islamic University of Gaza
  6. 6. Methodology: critical participatory action research (Kemmis and McTaggart, 2014) Planning: Face-to-face course Re-planning: online course Action: course implementation Observation: monitoring and feedback Reflection: evaluation and knowledge transfer Access to the Gaza Strip: denied
  7. 7. Online course: challenges with technology
  8. 8. Setting: a virtual classroom?
  9. 9. To what extent is the study participatory when it is developed online?
  10. 10. The course: Using Art of Resistance in ELT Thinking and thinking what to write Thinking of rhythm Thinking of rhyme What can I say A lecture or three hours of living with nature beauty My soul was flying with the skylark I was like seeing the rivers and the seas I was walking under the trees Yet, I remembered Palestine Where is my land I feel so sad (A.A) Going to nature Going to life Going to the green Going to Palestine We have just sea We have also a dream Being in love And being free Give us back our right And we give you your siege By our hope and heart Palestine will be free (N.A) The world with its countries in Palestinian Way The world with its countries mountains and trees rivers and fields are looking at us with blind eye and deaf ear the fish in the water the birds in the air are all calling for freedom screaming in one voice: "What is happening to Palestinians is unfair" The birds were lookng for food the bees were looking for honey but they were attacked by bullets so they fled away these treasures roses, Shrubberies and trees, was bringing to our soul all sorts of pleasure but by their beauty, the Israeli army bother so they cut off the trees, and the roses withered the bird's voice scattered (A.W.)
  11. 11. The course: Using Art of Resistance in ELT This course has been extremely relevant for teaching English as it has not just related to the political side, but also to the wishing lessons for a better day and being introduced to other nations, cultures, and lifestyle. (N.A) The first gate for being a good teacher is smile, so you surly capture others’ minds and hearts (N.A) it has been the outstanding real course that broke the borders and obstacles. It was over my expectations since it came with different ideas for the same topic in amazing methods (N.A).
  12. 12. Conclusions - CPAR: a practice changing practice? - CPAR: a practice changing practice architectures? - Outcomes: ‘Gaza teaches back’?
  13. 13. Researching Multilingually at the Borders of Language, the Body, Law and the State Thank you for your attention! ‫شكرا‬ Maria Grazia Imperiale m.imperiale.1@research.gla.ac.uk (PhD candidate, School of Education, University of Glasgow)

×