This document describes a research project using online critical participatory action research with pre-service English teachers in Gaza. The researcher planned to conduct an in-person teacher training course on using art of resistance in English language teaching but was denied access to Gaza. Instead, the course was adapted to an online format over 7 workshops. The methodology aimed to have practice change practice and challenge existing structures through collaborative reflection. Preliminary conclusions questioned if the adapted online approach could achieve the same outcomes as in-person and "Gaza teaches back" through this virtual exchange.
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Paper presented at the 7th British Association of Applied Linguistics (BAAL) Language Learning and Teaching SIG Conference “Theorising practice and practising theory: developing local pedagogies in language teaching”. Birmingham, UK: July 2011.
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American Ukrainian Project "Learning Together: SSU & PMBSSU"Tatyana Zubenko
Second international American and Ukrainian project between Salem State University and Petro Mohyla Black Sea State University: "Learning Together: SSU & PMBSSU" took place in January-April 2014. Additional link: cenincom.blogspot.com
ASLA XXIII Biennial Conference - Ava Banerjee - Shore School is committed to incorporating supporting texts from the new English curriculum including Indigenous and Asian texts in our Wide Reading Challenge (Years 7 – 10). This session also examines ‘value-adding’ with digital technologies. Furthermore, a new ‘Coaching’ programme, developed by teachers and teacher-librarians, targets senior students to edify reading skills while reinforcing senior curriculum.
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Linguistic Resistance:
in search of localized, creative and critical approaches in English language teaching - Maria Grazia Imperiale presentation at Language and the Art of Resistance. IUG 14 April 2015.
Paper presented at the First International Conference on Language, Literature and Culture 'The Said and the Unsaid' organised by the University of Vlora, Albania (September 2010). Discusses attitudes and practices regarding English as a Lingua Franca.
Best Practices: Library Instruction for Diverse Learnersguestf87bb2
An overview of best practices for library instruction for second language learners, those with special needs, those with cultural differences, and those with different learning styles.
Preliminary activity for workshop, 'Lacunae of enchantments: unfolding spaces ‘in which it is once more possible to think’…and act', presented at 'Re-enchanting the Academy' conference, Canterbury, 25-27 September 2015.
Poésie, who spoke in many tongues and was the most charming fairy of all, offered a linguistic charm, ‘Whosoever reads these words shall feel be at ease with the whole world, and will never feel doubt or shame even though their tongue may stumble over unfamiliar sounds and concepts. I give you the gift of confidence.’
Dominant Ideologies: Examining Institutions, Habits and Terminology in the Pr...Victoria Durrer
Queen's University Belfast hosted the second of five AHRC funded seminars exploring intercultural exchange in arts and cultural management with practitioners and policymakers in Northern Ireland on April 6/7th 2017.
This seminar considered the international development of arts and cultural management as a legitimised professional practice. We explored the origins that have shaped the discipline from different perspectives and what traditions, assumptions and habits have emerged, considering how these may impact on intercultural exchange.

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Ph d 4 powerpoint grazia imperiale
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. 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. 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. 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. 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. 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
9. To what extent is the study participatory
when it is developed online?
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. 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. Conclusions
- CPAR: a practice changing practice?
- CPAR: a practice changing practice architectures?
- Outcomes: ‘Gaza teaches back’?
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)