This article examines the way that some EFL (English as a foreign
language) teachers in Green City (South of Brazil) understand and address the
issue of cultural plurality as a cross-curricular theme (CPCCT) and issues of race/
ethnicity. The reason that CPCCT is such an important issue in Brazil is that it is
a diverse society with a tradition of upholding the myth of racial democracy. The
main argument in this article is that, unless teachers have an adequate understanding
of issues of race/ethnicity, issues of CPCCT will be addressed inadequately in
schools. This article is based on a qualitative research I carried out in the south of
Brazil. According to my findings, teachers’ own orientations to CPCCT might be
associated with the celebration of diversity in Brazil, rather than challenging to
deconstruct racism that exists in Brazilian society.
The required readings discuss issues related to multiculturalism and anti-racist education. They highlight the importance of representing diversity in schools and among teaching staff to better serve multicultural student populations. A gap exists between teachers and diverse students due to a lack of cross-cultural experience and knowledge among teaching candidates. Racism in schools can be addressed by empowering student voices from different backgrounds and ensuring all students feel they can succeed academically and socially. Multicultural education aims to promote democracy and equality by acknowledging different ethnic contributions and responding to varied student learning needs.
The required readings discuss issues related to multiculturalism and anti-racist education. They highlight the importance of having a diverse teaching workforce that reflects the student population and experiences. However, many teachers currently lack cross-cultural experience and knowledge of effective multicultural teaching practices. The readings also note that racism is still present in schools and negatively impacts student learning and well-being. To combat this, educators must empower both teachers and students from all backgrounds and ensure all voices are represented in the curriculum. An inclusive, multicultural approach can help promote democracy, equality and success for all students.
This document summarizes key sections and examples from the book "Rethinking Multicultural Education: Teaching for Racial and Cultural Justice" edited by Wayne Au. The book provides a framework for anti-racist, social justice education and gives concrete classroom strategies and lessons. It addresses issues of race, culture, language, and student identity. Various chapters model ways for teachers to critically address issues of inequality, confront notions of race in the classroom, and create learning environments that value students' unique backgrounds and cultures. The goal is to help educators apply anti-racist and multicultural principles in practical ways to transform their pedagogy and empower all students.
This document provides an overview and summary of the book "Rethinking Multicultural Education" by Au (2009). It discusses how the book aims to provide a practical yet critical vision of anti-racist, social justice education. The book defines multicultural education as being grounded in student experiences, critiquing Eurocentric knowledge, and connecting to struggles for social justice. It also outlines four sections that provide concrete classroom examples related to issues like language/culture, student identities, and confronting race. The overall document serves to introduce readers to the key aspects and approaches covered within the book.
Kannada Versus English Meti Mallikarjun[1][1]guest614115c
This document discusses the interactions between Kannada and English in India in the context of globalization. It explores how English dominance has occurred at local and global levels in various domains like education, science, technology, and wider communication. While English plays an important role in connecting India to the world, its dominance threatens Kannada and India's linguistic diversity. However, some argue that most non-native English speakers use it as a lingua franca without adopting Anglo cultural values. The document examines strategies for preserving local languages like Kannada, such as promoting a balance of localization and globalization through a hybridization of languages.
Here are some suggestions for characters you could choose from and their perspectives:
- Young Ju - Reflect on her experiences adjusting to life in America and balancing two cultures.
- Uhmma - Express her worries for her family and desire to maintain their Korean traditions and identity.
- Apa - Share his struggles providing for his family in a new country and coping with stress and alcoholism.
- Joon - Describe his childhood experiences and relationship with his demanding father.
- Halmoni - Tell the story from her perspective in Korea before passing and her hopes for her family.
- Teacher/classmate - Offer an outsider's view of Young Ju's challenges fitting in at school and expressing
This document analyzes systemic racism in Ontario public schools towards First Nations, Metis, and Inuit communities. It argues that while inclusion attempts have been made through curriculum like Aboriginal Perspectives teacher handbooks, they still promote Eurocentric views and essentialize Indigenous cultures. This enables racist power structures by giving the appearance of valuing Indigenous perspectives while maintaining colonial superiority. The handbooks generalize Native identities and confine knowledge examples to an "other" position. There are consequences like underrepresentation of Indigenous peoples in education decision-making and a loss of languages and knowledge as the curriculum forces a Eurocentric focus. True inclusion requires collaboration between communities and governments to change pedagogies.
The document summarizes research on the relationship between critical literacy skills and community engagement among adolescents. It describes a case study conducted at Julia de Burgos High School, a Puerto Rican alternative school located in a Midwestern city. Preliminary analysis suggests critical literacy is part of the school's discourse and curriculum, which aims to empower students to engage in critical thinking and social transformation through exposing Eurocentric biases, creating counter-narratives, and having students produce authentic works representing their own experiences.
The required readings discuss issues related to multiculturalism and anti-racist education. They highlight the importance of representing diversity in schools and among teaching staff to better serve multicultural student populations. A gap exists between teachers and diverse students due to a lack of cross-cultural experience and knowledge among teaching candidates. Racism in schools can be addressed by empowering student voices from different backgrounds and ensuring all students feel they can succeed academically and socially. Multicultural education aims to promote democracy and equality by acknowledging different ethnic contributions and responding to varied student learning needs.
The required readings discuss issues related to multiculturalism and anti-racist education. They highlight the importance of having a diverse teaching workforce that reflects the student population and experiences. However, many teachers currently lack cross-cultural experience and knowledge of effective multicultural teaching practices. The readings also note that racism is still present in schools and negatively impacts student learning and well-being. To combat this, educators must empower both teachers and students from all backgrounds and ensure all voices are represented in the curriculum. An inclusive, multicultural approach can help promote democracy, equality and success for all students.
This document summarizes key sections and examples from the book "Rethinking Multicultural Education: Teaching for Racial and Cultural Justice" edited by Wayne Au. The book provides a framework for anti-racist, social justice education and gives concrete classroom strategies and lessons. It addresses issues of race, culture, language, and student identity. Various chapters model ways for teachers to critically address issues of inequality, confront notions of race in the classroom, and create learning environments that value students' unique backgrounds and cultures. The goal is to help educators apply anti-racist and multicultural principles in practical ways to transform their pedagogy and empower all students.
This document provides an overview and summary of the book "Rethinking Multicultural Education" by Au (2009). It discusses how the book aims to provide a practical yet critical vision of anti-racist, social justice education. The book defines multicultural education as being grounded in student experiences, critiquing Eurocentric knowledge, and connecting to struggles for social justice. It also outlines four sections that provide concrete classroom examples related to issues like language/culture, student identities, and confronting race. The overall document serves to introduce readers to the key aspects and approaches covered within the book.
Kannada Versus English Meti Mallikarjun[1][1]guest614115c
This document discusses the interactions between Kannada and English in India in the context of globalization. It explores how English dominance has occurred at local and global levels in various domains like education, science, technology, and wider communication. While English plays an important role in connecting India to the world, its dominance threatens Kannada and India's linguistic diversity. However, some argue that most non-native English speakers use it as a lingua franca without adopting Anglo cultural values. The document examines strategies for preserving local languages like Kannada, such as promoting a balance of localization and globalization through a hybridization of languages.
Here are some suggestions for characters you could choose from and their perspectives:
- Young Ju - Reflect on her experiences adjusting to life in America and balancing two cultures.
- Uhmma - Express her worries for her family and desire to maintain their Korean traditions and identity.
- Apa - Share his struggles providing for his family in a new country and coping with stress and alcoholism.
- Joon - Describe his childhood experiences and relationship with his demanding father.
- Halmoni - Tell the story from her perspective in Korea before passing and her hopes for her family.
- Teacher/classmate - Offer an outsider's view of Young Ju's challenges fitting in at school and expressing
This document analyzes systemic racism in Ontario public schools towards First Nations, Metis, and Inuit communities. It argues that while inclusion attempts have been made through curriculum like Aboriginal Perspectives teacher handbooks, they still promote Eurocentric views and essentialize Indigenous cultures. This enables racist power structures by giving the appearance of valuing Indigenous perspectives while maintaining colonial superiority. The handbooks generalize Native identities and confine knowledge examples to an "other" position. There are consequences like underrepresentation of Indigenous peoples in education decision-making and a loss of languages and knowledge as the curriculum forces a Eurocentric focus. True inclusion requires collaboration between communities and governments to change pedagogies.
The document summarizes research on the relationship between critical literacy skills and community engagement among adolescents. It describes a case study conducted at Julia de Burgos High School, a Puerto Rican alternative school located in a Midwestern city. Preliminary analysis suggests critical literacy is part of the school's discourse and curriculum, which aims to empower students to engage in critical thinking and social transformation through exposing Eurocentric biases, creating counter-narratives, and having students produce authentic works representing their own experiences.
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richa...William Kritsonis
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richard C. Hendriksen, Dr. Beverly J. Irby, Dr. Rebecca K. Frels - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com - Houston, Texas
The document discusses the need for a pluralistic approach to composition and world Englishes that embraces linguistic diversity. It critiques earlier approaches that promoted a monolingual model and segregated language codes. Scholars like Canagarajah argue students should learn communicative strategies for negotiating diverse language contexts, and that composition pedagogy should legitimize the use of vernacular varieties and code-meshing in academic writing. This represents a shift toward a translingual approach that prepares students for linguistic flexibility and pluralism in a globalized world.
06. tp n°6- translanguaging as a pedagogycal toolRodrigoAlcazar5
1) Garcia defines named languages as socially constructed categories like English or Spanish that refer to entities with real effects, while an individual's linguistic system is shaped by social interactions and allows them to communicate, comprised of words and structures that may differ from named languages.
2) Garcia rejects the view that bilinguals have two separate linguistic systems, arguing they have a single, unified system and inviting thinking of them as having a single repertoire rather than separate named languages.
3) Translanguaging originated as a term coined by Cen Williams to describe allowing students to use both Welsh and English for input and output in education to better acquire knowledge and communicate information across both languages.
Douglas kellner media literacies and critical pedagogy in a multicultural s...pacwood
This document discusses using media and critical pedagogy to promote multicultural education. It argues that education must address media representations that construct understandings of gender, race and class, and that mainstream media often exacerbates inequalities. The document presents ideas from a book that shows how media can be used to teach multiculturalism across disciplines. It advocates teaching students to thoughtfully analyze cultural representations and diversity in order to empower individuals and strengthen democracy.
This document summarizes a presentation on translingualism given at TESOL 2013. It defines translingualism as languages and literacies developing dynamically between each other as people move between borders and cultural identities. Translingualism can be viewed as a new phenomenon of study, an ideology, or methodology. Examples are given of translingual practices like linguistic landscape projects, multilingual word walls, and using heritage languages in assignments. The presentation argues for conceptualizing language learning as fluid rather than bounded and emphasizes drawing on students' diverse experiences to teach content areas through culturally relevant practices.
Integrating global issues in genre based approachTitik Winarti
1) The document discusses introducing culture into the EFL (English as a foreign language) classroom through a genre-based approach and integrating global issues.
2) It explains that culture and language are intertwined and students need linguistic and intercultural competence. A genre-based approach categorizes texts into seven genres like narratives and reports.
3) Integrating global issues can enhance students' language skills while providing knowledge to address world problems in an interdependent world. Teachers should foster cultural awareness and tolerance between diverse cultures.
Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...Samira Rahmdel
Male, 30s, Chilean, studied English in Chile and U.S. Teaching experience: 5 years
Observations: 4 hours in 2 classes
Interviews: 2 hours total
María
Lecturer: Female, 40s, Chilean, studied English in Chile and U.K. Teaching experience: 15 years
Observations: 4 hours in 1 class
Interviews: 1.5 hours total
Pablo
Lecturer: Male, 50s, Chilean, studied English in Chile and U.S. Teaching experience: 20 years
Observations: 4 hours in 1 class
Interviews: 1.5 hours total
TABLE
The significance of language to multiracial individuals and identity part ii ...David Brooks
The significance of language to multiracial individuals and to their identity part II (Jan 18, 2015).
This is the nearly final version of a joint research paper by David L. Brooks, Associate Prof. Kitasato University, Sagamihara, Japan, and Mikio A. Brooks, Associate Prof, Asia University, Musashisakai, Tokyo.
The paper will be published in the annual Kitasato Review, the research publication of the College of Liberal Arts and Sciences at Kitasato University, Sagamihara, Japan. It is the second in (at least) four-part, multiple section research paper by David Brooks and his elder son, Mikio.
This document discusses the importance of teaching culture as part of language learning. It provides background on the historical debate around incorporating culture in language teaching. Several experts are cited arguing that language and culture are intrinsically linked, and that fully understanding a language requires understanding the cultural contexts and perspectives of its speakers. The document also summarizes several benefits of teaching culture according to experts, such as motivating students and helping them communicate more effectively with native speakers.
Heritage Speakers material- Original contribution- Cristian MiguezCristian Miguez
This document discusses heritage language learners and strategies for teaching Spanish to heritage speakers. It defines heritage language learners as those who were raised in homes where a language other than English is spoken. It recommends using authentic materials like literature to teach heritage language skills while exploring cultural themes. Specifically, it suggests using the novel "Crónica de una muerte anunciada" by Gabriel García Márquez, which explores gender roles and values through a murder mystery plot. Literary circles are proposed as a student-centered approach to discuss the book and practice language skills in a low-anxiety environment.
How to integrate culture in second language educationAlexander Decker
This document discusses approaches to integrating culture into second language education. It defines culture and argues that culture and language are inseparable, so culture learning must be an integral part of language learning. The document outlines several key approaches to teaching culture, including teaching cultural topics alongside language skills, raising students' cultural awareness, and using activities like role plays and discussions of cultural texts to develop cultural understanding and skills. The goals of cultural instruction are to help students understand cultural differences and develop empathy for other cultures. Teachers should consider factors like the educational context, students' ages and language levels when deciding how to integrate culture into the language classroom.
How to integrate culture in second language educationEhsan Abbaspour
Whether culture should be taught as a separate subject is a controversial issue in the field second language
education. Another equally important question is what the main aims of teaching culture are. Regarding the
importance of teaching culture in second language classrooms, many scholars today believe that culture and
language are inseparable and culture learning must be an integral part of language learning. The present study is
to give an account of the important place that culture holds in foreign and second language education. It further
elaborates on what culture is and different approaches to teaching it. Finally, some key and practical issues
concerning integrating culture into second language classrooms will be addressed.
Due to the exponential growth of immigration to the developed countries, various speech communities have been created in those countries. This surge of macro-communities has instigated abundant research on the nature of the linguistic identity of these communities and its potential influence on the micro-communities. There is a seamless interaction between language and social identity, and this interaction is multi-faceted and renders myriads of ramifications. Correspondingly, many researchers or theoreticians have proposed various models for the mechanism of this interaction. Even though there is a consensus on the strong intercourse between language and identity, there are still debates on the causal direction of this interaction. Building upon sociocultural and sociolinguistic theories, the related literature mostly views the causal direction from social to linguistic. However, this paper argues against any unilateral interpretations and discuss how the notions of language and identity have bilateral connections. Finally, the elemental stages of the development of linguistic identity from a semiotic outlook are discussed.
Teaching Literature across Cultures English Literature at Iranian Universitiesshafieyan
1. Teaching literature across cultures can be controversial as literature deals with cultural topics like religion, gender, class, and race that differ across societies.
2. When teaching English literature at Iranian universities, issues like gender and religion are especially significant, while racial and ethnic issues are less prominent.
3. Theories from various scholars on teaching literature across cultures are analyzed and applied to the Iranian cultural context to determine their relevance and any necessary adaptations. The findings suggest that with awareness of cultural differences and proper application, a teacher can successfully teach literature that reconciles different or opposing cultures.
MAGLANA RESEARCH- Gender Fair Language in grade 8 high school modules.docxMelodinaSolis
Over the years men have reliably been placed in a platform and women are considered straightforward appendage even to the purpose for being non-existent. Gender equality never genuinely was a thing in the past not until the eighteenth century. Women begin to fight for their own spot in the general public. They needed to change the overall population by having their own affiliation. They struggled for a wide extent of issues like property freedoms, admittance to advanced education , equivalent compensation , testimonial and a lot more which a large number of the present ladies are campaigning for.
In the quest for equality, women needed to destroy all types of separation and generalizing particularly on the jobs they depict in the family or in the general public. They have likewise needed to further develop the language utilized in depicting or characterizing women and the utilization of words that trivializes women.
This document provides an overview of the relationships between language, thought, and culture from an applied linguistics perspective. It discusses key concepts like the Sapir-Whorf hypothesis, which suggests that the structure of a language influences the worldview of its speakers. While the strong version of linguistic relativity has been rejected, the document notes there is still an influence of language on thought. Research problems in applied linguistics are also examined, such as balancing description with prescription and addressing linguistic and educational concerns.
w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docxjessiehampson
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Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
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what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity are linked and deeply intertwined
with wealth, status, life chances, and well-being in general.
Given the wide range of possible reactions, we might ask, Why are
race and ethnicity so central to our lives and at the same time so difficult
and taboo?
In this essay, the authors propose an understanding of race and ethnic-
ity that, at first, may be hard to accept.tC~ntrary to what most people
believe, race and ethnicity are not things that people have or are. Rather,
they are actions that people do. 1l'R;ce and ethnicity are social, historical,.
and philosophical processes that people have done for hundreds of years
and are still doing. IThey emerge through the social ·transactions that
take place among different kinds of people, in a variety of institutional
structures (e.g., schools, workplaces, government offices, courts, media),
over time, across space, and in all kinds of situations.
Our framework for understanding them draws on the work of schol-
ars of race and ethnicity around the world, including professors asso-
ciated with the Center for Comparative Studies in Race and Ethnicity
(CCSRE) at Stanford University. Over the past several decades, the topics
ofrace and ethnicity have become increasingly central to the research and
theorizing of sociologists, psychologists, and h~rians as well as schol-
ars in the humanities, the law, and education.lPsychologists most often
focus on why people stereotype others and on the multiple negative out-
comes for those who are the target of these stereotypes (e.g., Baron and
Banaji 2006; Dovidio, Glick, and Rudman 2005; Eberhardt and Fiske
1998; Jones 1997; Steele 1992), while sociologists often concentrate on
racism as a system of beliefs that justifies the privilege of the dominant
I Although the term doing race has yet to gain wide currency either. within or outside the academy,
several ,race scholars have previously used ...
Exploring cases of ethnic and racial disparities in theAlexander Decker
This document summarizes research on theories of ethnicity and race and perspectives on inequalities based on ethnicity and race. It discusses three main theoretical approaches to understanding ethnicity and race: primordialist theories which see ethnic identity as fixed at birth, instrumental theories which view ethnicity as something that can be manipulated for political or economic ends, and constructivist theories which see ethnic identity as fluid and constructed in social contexts. It also examines functionalist and conflict perspectives on inequalities, with functionalism focusing on assimilation and pluralism, and conflict theory emphasizing how dominant groups use power to divide groups along racial and ethnic lines for their own benefit.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Henriksen jr., richard c. a text analysis nfaerj v24 n3 2011William Kritsonis
This document analyzes 15 children's books related to multiple heritages using membership categorization analysis and text analysis. The researchers identified 5 major themes across the books: (1) Difference, (2) Family, (3) Pride, (4) Self-Expression, and (5) Grandparents. The analysis provides insights into how these books can help children with multiple heritages feel good about themselves and help other children learn about their peers with multiple heritages.
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richa...William Kritsonis
A Text Analysis of Multiple Heritage Young Children's Literature by Dr. Richard C. Hendriksen, Dr. Beverly J. Irby, Dr. Rebecca K. Frels - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com - Houston, Texas
The document discusses the need for a pluralistic approach to composition and world Englishes that embraces linguistic diversity. It critiques earlier approaches that promoted a monolingual model and segregated language codes. Scholars like Canagarajah argue students should learn communicative strategies for negotiating diverse language contexts, and that composition pedagogy should legitimize the use of vernacular varieties and code-meshing in academic writing. This represents a shift toward a translingual approach that prepares students for linguistic flexibility and pluralism in a globalized world.
06. tp n°6- translanguaging as a pedagogycal toolRodrigoAlcazar5
1) Garcia defines named languages as socially constructed categories like English or Spanish that refer to entities with real effects, while an individual's linguistic system is shaped by social interactions and allows them to communicate, comprised of words and structures that may differ from named languages.
2) Garcia rejects the view that bilinguals have two separate linguistic systems, arguing they have a single, unified system and inviting thinking of them as having a single repertoire rather than separate named languages.
3) Translanguaging originated as a term coined by Cen Williams to describe allowing students to use both Welsh and English for input and output in education to better acquire knowledge and communicate information across both languages.
Douglas kellner media literacies and critical pedagogy in a multicultural s...pacwood
This document discusses using media and critical pedagogy to promote multicultural education. It argues that education must address media representations that construct understandings of gender, race and class, and that mainstream media often exacerbates inequalities. The document presents ideas from a book that shows how media can be used to teach multiculturalism across disciplines. It advocates teaching students to thoughtfully analyze cultural representations and diversity in order to empower individuals and strengthen democracy.
This document summarizes a presentation on translingualism given at TESOL 2013. It defines translingualism as languages and literacies developing dynamically between each other as people move between borders and cultural identities. Translingualism can be viewed as a new phenomenon of study, an ideology, or methodology. Examples are given of translingual practices like linguistic landscape projects, multilingual word walls, and using heritage languages in assignments. The presentation argues for conceptualizing language learning as fluid rather than bounded and emphasizes drawing on students' diverse experiences to teach content areas through culturally relevant practices.
Integrating global issues in genre based approachTitik Winarti
1) The document discusses introducing culture into the EFL (English as a foreign language) classroom through a genre-based approach and integrating global issues.
2) It explains that culture and language are intertwined and students need linguistic and intercultural competence. A genre-based approach categorizes texts into seven genres like narratives and reports.
3) Integrating global issues can enhance students' language skills while providing knowledge to address world problems in an interdependent world. Teachers should foster cultural awareness and tolerance between diverse cultures.
Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...Samira Rahmdel
Male, 30s, Chilean, studied English in Chile and U.S. Teaching experience: 5 years
Observations: 4 hours in 2 classes
Interviews: 2 hours total
María
Lecturer: Female, 40s, Chilean, studied English in Chile and U.K. Teaching experience: 15 years
Observations: 4 hours in 1 class
Interviews: 1.5 hours total
Pablo
Lecturer: Male, 50s, Chilean, studied English in Chile and U.S. Teaching experience: 20 years
Observations: 4 hours in 1 class
Interviews: 1.5 hours total
TABLE
The significance of language to multiracial individuals and identity part ii ...David Brooks
The significance of language to multiracial individuals and to their identity part II (Jan 18, 2015).
This is the nearly final version of a joint research paper by David L. Brooks, Associate Prof. Kitasato University, Sagamihara, Japan, and Mikio A. Brooks, Associate Prof, Asia University, Musashisakai, Tokyo.
The paper will be published in the annual Kitasato Review, the research publication of the College of Liberal Arts and Sciences at Kitasato University, Sagamihara, Japan. It is the second in (at least) four-part, multiple section research paper by David Brooks and his elder son, Mikio.
This document discusses the importance of teaching culture as part of language learning. It provides background on the historical debate around incorporating culture in language teaching. Several experts are cited arguing that language and culture are intrinsically linked, and that fully understanding a language requires understanding the cultural contexts and perspectives of its speakers. The document also summarizes several benefits of teaching culture according to experts, such as motivating students and helping them communicate more effectively with native speakers.
Heritage Speakers material- Original contribution- Cristian MiguezCristian Miguez
This document discusses heritage language learners and strategies for teaching Spanish to heritage speakers. It defines heritage language learners as those who were raised in homes where a language other than English is spoken. It recommends using authentic materials like literature to teach heritage language skills while exploring cultural themes. Specifically, it suggests using the novel "Crónica de una muerte anunciada" by Gabriel García Márquez, which explores gender roles and values through a murder mystery plot. Literary circles are proposed as a student-centered approach to discuss the book and practice language skills in a low-anxiety environment.
How to integrate culture in second language educationAlexander Decker
This document discusses approaches to integrating culture into second language education. It defines culture and argues that culture and language are inseparable, so culture learning must be an integral part of language learning. The document outlines several key approaches to teaching culture, including teaching cultural topics alongside language skills, raising students' cultural awareness, and using activities like role plays and discussions of cultural texts to develop cultural understanding and skills. The goals of cultural instruction are to help students understand cultural differences and develop empathy for other cultures. Teachers should consider factors like the educational context, students' ages and language levels when deciding how to integrate culture into the language classroom.
How to integrate culture in second language educationEhsan Abbaspour
Whether culture should be taught as a separate subject is a controversial issue in the field second language
education. Another equally important question is what the main aims of teaching culture are. Regarding the
importance of teaching culture in second language classrooms, many scholars today believe that culture and
language are inseparable and culture learning must be an integral part of language learning. The present study is
to give an account of the important place that culture holds in foreign and second language education. It further
elaborates on what culture is and different approaches to teaching it. Finally, some key and practical issues
concerning integrating culture into second language classrooms will be addressed.
Due to the exponential growth of immigration to the developed countries, various speech communities have been created in those countries. This surge of macro-communities has instigated abundant research on the nature of the linguistic identity of these communities and its potential influence on the micro-communities. There is a seamless interaction between language and social identity, and this interaction is multi-faceted and renders myriads of ramifications. Correspondingly, many researchers or theoreticians have proposed various models for the mechanism of this interaction. Even though there is a consensus on the strong intercourse between language and identity, there are still debates on the causal direction of this interaction. Building upon sociocultural and sociolinguistic theories, the related literature mostly views the causal direction from social to linguistic. However, this paper argues against any unilateral interpretations and discuss how the notions of language and identity have bilateral connections. Finally, the elemental stages of the development of linguistic identity from a semiotic outlook are discussed.
Teaching Literature across Cultures English Literature at Iranian Universitiesshafieyan
1. Teaching literature across cultures can be controversial as literature deals with cultural topics like religion, gender, class, and race that differ across societies.
2. When teaching English literature at Iranian universities, issues like gender and religion are especially significant, while racial and ethnic issues are less prominent.
3. Theories from various scholars on teaching literature across cultures are analyzed and applied to the Iranian cultural context to determine their relevance and any necessary adaptations. The findings suggest that with awareness of cultural differences and proper application, a teacher can successfully teach literature that reconciles different or opposing cultures.
MAGLANA RESEARCH- Gender Fair Language in grade 8 high school modules.docxMelodinaSolis
Over the years men have reliably been placed in a platform and women are considered straightforward appendage even to the purpose for being non-existent. Gender equality never genuinely was a thing in the past not until the eighteenth century. Women begin to fight for their own spot in the general public. They needed to change the overall population by having their own affiliation. They struggled for a wide extent of issues like property freedoms, admittance to advanced education , equivalent compensation , testimonial and a lot more which a large number of the present ladies are campaigning for.
In the quest for equality, women needed to destroy all types of separation and generalizing particularly on the jobs they depict in the family or in the general public. They have likewise needed to further develop the language utilized in depicting or characterizing women and the utilization of words that trivializes women.
This document provides an overview of the relationships between language, thought, and culture from an applied linguistics perspective. It discusses key concepts like the Sapir-Whorf hypothesis, which suggests that the structure of a language influences the worldview of its speakers. While the strong version of linguistic relativity has been rejected, the document notes there is still an influence of language on thought. Research problems in applied linguistics are also examined, such as balancing description with prescription and addressing linguistic and educational concerns.
w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docxjessiehampson
w008cxk
Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
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what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity are linked and deeply intertwined
with wealth, status, life chances, and well-being in general.
Given the wide range of possible reactions, we might ask, Why are
race and ethnicity so central to our lives and at the same time so difficult
and taboo?
In this essay, the authors propose an understanding of race and ethnic-
ity that, at first, may be hard to accept.tC~ntrary to what most people
believe, race and ethnicity are not things that people have or are. Rather,
they are actions that people do. 1l'R;ce and ethnicity are social, historical,.
and philosophical processes that people have done for hundreds of years
and are still doing. IThey emerge through the social ·transactions that
take place among different kinds of people, in a variety of institutional
structures (e.g., schools, workplaces, government offices, courts, media),
over time, across space, and in all kinds of situations.
Our framework for understanding them draws on the work of schol-
ars of race and ethnicity around the world, including professors asso-
ciated with the Center for Comparative Studies in Race and Ethnicity
(CCSRE) at Stanford University. Over the past several decades, the topics
ofrace and ethnicity have become increasingly central to the research and
theorizing of sociologists, psychologists, and h~rians as well as schol-
ars in the humanities, the law, and education.lPsychologists most often
focus on why people stereotype others and on the multiple negative out-
comes for those who are the target of these stereotypes (e.g., Baron and
Banaji 2006; Dovidio, Glick, and Rudman 2005; Eberhardt and Fiske
1998; Jones 1997; Steele 1992), while sociologists often concentrate on
racism as a system of beliefs that justifies the privilege of the dominant
I Although the term doing race has yet to gain wide currency either. within or outside the academy,
several ,race scholars have previously used ...
Exploring cases of ethnic and racial disparities in theAlexander Decker
This document summarizes research on theories of ethnicity and race and perspectives on inequalities based on ethnicity and race. It discusses three main theoretical approaches to understanding ethnicity and race: primordialist theories which see ethnic identity as fixed at birth, instrumental theories which view ethnicity as something that can be manipulated for political or economic ends, and constructivist theories which see ethnic identity as fluid and constructed in social contexts. It also examines functionalist and conflict perspectives on inequalities, with functionalism focusing on assimilation and pluralism, and conflict theory emphasizing how dominant groups use power to divide groups along racial and ethnic lines for their own benefit.
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Henriksen jr., richard c. a text analysis nfaerj v24 n3 2011William Kritsonis
This document analyzes 15 children's books related to multiple heritages using membership categorization analysis and text analysis. The researchers identified 5 major themes across the books: (1) Difference, (2) Family, (3) Pride, (4) Self-Expression, and (5) Grandparents. The analysis provides insights into how these books can help children with multiple heritages feel good about themselves and help other children learn about their peers with multiple heritages.
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What has race/etnicity got to do with EFL teaching?
1. Aparecida de Jesus Ferreira
What has race/ethnicity
got to do with EFL teaching?
Aparecida de Jesus FERREIRA
Universidade Estadual do Oeste do Paraná
Abstract: This article examines the way that some EFL (English as a foreign
language) teachers in Green City (South of Brazil) understand and address the
issue of cultural plurality as a cross-curricular theme (CPCCT) and issues of race/
ethnicity. The reason that CPCCT is such an important issue in Brazil is that it is
a diverse society with a tradition of upholding the myth of racial democracy. The
main argument in this article is that, unless teachers have an adequate understanding
of issues of race/ethnicity, issues of CPCCT will be addressed inadequately in
schools. This article is based on a qualitative research I carried out in the south of
Brazil. According to my findings, teachers’ own orientations to CPCCT might be
associated with the celebration of diversity in Brazil, rather than challenging to
deconstruct racism that exists in Brazilian society.
Key-words: race/ethnicity; EFL teaching; cultural plurality; critical race theory.
It is very tempting to appropriate CRT (Critical Race Theory) as a
more powerful explanatory narrative for the persistent problems of race,
racism and social injustice. If we are serious about solving these
problems in schools and classrooms, we have to be serious about intense
study and careful rethinking of race and education. Adopting and
adapting CRT as a framework for educational equity means that we will
have to expose racism in education and propose radical solutions for
addressing it. (Ladson-Billings, 1998, p.22; her emphasis)
The major point of CRT is to place race at the center of analysis.
(Parker, 1998, p. 45)
INTRODUCTION
The PCN-FL in Brazil gives particular emphasis to
Cultural Plurality, and within this race/ethnicity is an
important issue (BRASIL, 1998a, 1998b). In addition, recent
legislation (Law 10.639) passed on 9th January 2003 made the
Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007 211
2. What has race/ethnicity got to do with EFL teaching?
discussion of History and Afro-Brazilian and African Culture
compulsory in Brazilian schools (BRASIL, 2003; 2004; 2005).
The content should be discussed in all school curricula
especially in the subjects of Arts, Literature, and Brazilian
History. I believe that FL (foreign language) also has a
responsibility to address issues of promoting equality in
terms of race/ethnicity (Auerbach, 1995; Block, 2003; Ferreira,
2004; Hooks, 1994; Kubota, 2002; Moita Lopes, 2002, 2003;
Pennycook, 2001; Starkey & Osler, 2001). In this article I will
discuss the issue of EFL (English as a foreign language) and
race/ethnicity. I examine teachers’ perceptions of cultural
plurality as a cross curricular theme (CPCCT)1 and race/
ethnicity. In order to examine teachers’ accounts I will use
some of the ideas of the conceptual framework of Critical
Race Theory applied to the field of education. The quotations
with which I started this article by Ladson-Billings and
Parker shed light on the way that I will be examining my data
(Ladson-Billings & Tate, 1995; Ladson-Billings, 1998; Ladson-
Billings, 1999; Tate, 1997). As this article is intended to
explore teachers’ perceptions and experiences with regard to
race/ethnicity, I first outline my understanding of race/
ethnicity. Second, I discuss the complexities of engaging with
race, ethnicity and colour in the Brazilian context. Third, I
explore the meaning of the myth of racial democracy and
introduce the methodology I used to collect and analyze the
data. Fourth, I present teachers’ general perceptions of CPCCT
and teachers’ perceptions of race/ethnicity in the context of
EFL. Finally, I provide some considerations reflecting on the
implications of the outcomes provided by EFL teachers. I
argue that unless teachers have an adequate understanding
of issues of race/ethnicity, issues of CPCCT will be addressed
1
In this article I will use CPCCT (cultural plurality as a cross-curricular
theme) to refer in general teachers’ understanding of CPCCT referring
to PCN (National Curriculum Parameters). I will be using race/
ethnicity to refer to teachers’ understanding of the specific issue of
race/ethnicity as a sub-theme within CPCCT.
212 Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007
3. Aparecida de Jesus Ferreira
inadequately in schools.
RACE/ETHNICITY: THE USE OF TERMINOLOGY
The terminology in the field of race is very sensitive,
and race is still a problematic term because it carries with it the
notion of biologically distinct species. In this article I use the
term race “to denote its contested and socially constructed
nature” (Gillborn, 2002, p.55). It is important to distinguish
between the terms race and ethnicity. Gillborn (1995),
researching in the field of antiracism, states that “‘race’ is
usually associated with physical differences (phenotype)
such as skin colour, while ‘ethnic’ refers to groups set apart by
a shared cultural identity (e.g. on the basis of language,
religion or history). However, the terms are often used
interchangeably” (p.4; his emphasis). Thus, according to
Gillborn (1995, p.1), although the discussion of race seems to
be obvious, it is in fact “complex and dynamic” and at the
same time dangerous to contemporary society, for the
discourse of race is always changing, as Kincheloe & Steinberg
(1997, p.176) explain:
racism is virus-like. While we can identify particular
prototypes of racism and come to understand the ways
they interact in the lived world, it is more difficult to
appreciate that a virus-like racism is always mutating,
taking on new forms and posing new dangers.
The new dangers in contemporary society and in this
new millennium according to researchers in the field are
related to the racism built on the bases of cultural and identity
differences. So it means that racists and anti-racists have the
same aim that is based in the respect of cultural differences
(Munanga, 2003; see also Gillborn & Youdell, 2000).
The concepts of race/ethnicity that I used in my research
Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007 213
4. What has race/ethnicity got to do with EFL teaching?
were related to social construction (Gillborn, 1995). Thus I did
not take into consideration the concept or idea of race as a
synonym of some biological features/type, or markers such
as skin colour, hair texture, facial features and stature, that
could define differences in people related to their intelligence
for instance. Race is not a biological given, but a historically and
socially constructed phenomenon (Apple, 1999; Gomes, 2003;
Munanga, 2003).
THE COMPLEXITIES OF ENGAGING WITH RACE, ETHNICITY AND COLOUR
This section is intended to clarify my own position in
relation to engaging in the discourse of race, ethnicity and
colour. Discussions about race, ethnicity and colour in
the Brazilian context are very complex because even the
terminology itself can lead to misunderstandings about
these issues. In the Brazilian context the term ‘black’ is
associated with skin colour and physical features rather
than with ancestry. Writing about the issue of colour
[cor], Telles (2002, p.421) has made the following
observation:
Colour/cor captures the Brazilian equivalent of the English
language term race and is based on a combination of
physical characteristics including skin colour, hair type,
nose shape and lip shape with the non-white categories
having negative connotations. (…) In Brazil, the word
colour (cor) is often preferred to race (raça) because it
captures the continuous nature of Brazilian racial concepts
in which groups shade into one another.
Gomes (1995) argues that in Brazil ethnicity is a more
appropriate term than race because of the specific Brazilian
cultural and historical background. Cashmore (1984,
p.102) points out that, “The ethnic group is based on a
commonness of subjective apprehension, whether about
214 Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007
5. Aparecida de Jesus Ferreira
origins, interests […] (or a combination of these)”.
Although theoretically I agree that race is a socially
constructed phenomenon, it is necessary to understand the
importance of issues of ethnicity as well because it is not
possible to understand contemporary inequalities in relation
to race such as racism, institutional racism, prejudice and
discrimination without reference to history and ancestry.
Although I take this position, it is also necessary to clarify that
it can carry with it the danger of essentialism, which can be
defined as “a notion of ultimate essence that transcends
historical and cultural boundaries” (Brah, 1992, p.126).
Kincheloe & Steinberg (1997, p.22) also point out that:
“Essentialism is a complex concept that is commonly
understood as the belief that a set of unchanging properties
(essences) delineates the construction of particular category”.
In this article I will tend to use the words ‘black’ and
‘white’. I will use this terminology because as I explained
above there are racialized discourses of colour in Brazil:
people refer to ‘colour’ [cor] when they are referring to race.
Although I will use the words ‘black’ and ‘white’ to describe
my informants, it is necessary to acknowledge that there is a
potential problem with this because it constitutes a single
‘black-white’ binary identification in a country in which
people have self-identified 136 gradations of colour. The
gradations of colours were identified by the IBGE in the
census used by Brazilians when they had to self-identify in
1976 (Schwarcz, 1998). However, there were some informants
in the questionnaire who self-identified as mulatto, as it will
be possible to notice later in the section of the methodology.
In the next section I will discuss the ‘myth of racial democracy’.
Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007 215
6. What has race/ethnicity got to do with EFL teaching?
THE ‘MYTH OF RACIAL DEMOCRACY’
The purpose of this section is to provide a brief historical
background to the so-called ‘myth of racial democracy’ as it
has developed in Brazil. The ‘official’ history of Brazil started
with the arrival of the Portuguese in April 1500. The
Portuguese started bringing African people to Brazil as slaves
in the 1520s. Today, Brazil has the world’s second largest
black population after Nigeria (Heringer, 2000, p.4).
According to Prandi (2002, p.52), between 1525 and
1851 more than five million African people were brought to
Brazil in a condition of slavery. Slavery was abolished in
1888, Brazil being the last country in the world to abolish the
practice (Heringer, 2000, p.2). Subsequent European
immigration to Brazil was an attempt by the Brazilian
government to ‘whiten’ the national population in the late
19th century (Heringer, 2000, p.2). This strategy was based on
facilitating white Europeans to immigrate to Brazil. This
desire to ‘whiten’ the population was also encouraged through
intermarriage to produce ‘lighter-skinned’ children (Telles,
2002, p.418). The Brazilian elite, through government policies,
did not want Brazil to have the status of a second-class
country in the eyes of the rest of the world because the
majority of the population were non-white (Telles, 2002,
p.418). The attempt to ‘whiten’ Brazilian society was
unsuccessful and consequently the government projected an
image of ‘racial democracy’ to the world (Cashmore, 1984;
Ferreira, 2005; Heringer, 2000; Telles, 2002). However, the
idea of ‘racial democracy’ is a myth in reality because there is
little equality of treatment for Afro-Brazilians descendants.
The Brazilian population in 2004 was 178 million
inhabitants. The tables below are intended to show some
aspects of Brazilian society related to colour/ethnic groups.
The distribution of population by colour and race according
to the classification provided by the IBGE (Brazilian Institute
of Geography and Statistics) is 55.2 percent of White (Euro-
216 Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007
7. Aparecida de Jesus Ferreira
Brazilian descendants); 6.0 percent of Black (Afro-Brazilian
descendants), 38.2 percent of Mulatto (mixed race of white
and black, Afro-Brazilian descendants), 0.4 Yellow (Asian
descendants) and 0.2 Native Brazilian Indians (Heringer,
2000, p.5). In relation to this census I want to make clear that
it does not include people who haven’t declared their colour.
Likewise, it leaves out the population of the rural areas of
Rondônia, Acre, Amazonas, Roraima, Pará and Amapá, which
may account for the low percentage of Native Brazilian
Indians. However, I want to make clear that although this
research discusses issues of race/ethnicity it focuses on Afro-
Brazilian descendants.
In relation to the figures above it is clear that:
a) Brazil is not a “blended” nation in terms of race. In
Brazil there is still a clear distinction in terms of ethnic groups.
b) A significantly large proportion of the population is
made up of Afro-Brazilian descendants.
The table below (Table 1) shows the number of school
years by colour for people aged 15 years old or more in 1996.
The second table (Table 2) shows the number of students
entering Federal universities by colour/ethnic group.
Table 1: Number of school years by colour. Adapted from Heringer
(2000, p.1)
Number of school years by colour, people 15 years old or more. Brazil, 1996
Percentage (%)
Number of school years whites blacks mulattos Total
Less than 1 year/never went to school 11.8 26.2 23.4 16.7
1 - 3 years 13.3 18.5 19.5 15.9
4 - 8 years 43.8 41.3 40.7 42.4
9 - 11 years 20.3 11.2 13.3 17.2
12 years and more 10.9 2.4 2.8 7.5
No information 0.3 0.3 0.3 0.3
Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007 217
8. What has race/ethnicity got to do with EFL teaching?
Table 1 clearly shows the disparity that still exists in
terms of colour in Brazilian society. Challenging the ‘myth of
racial democracy’, it exposes the inequality of Brazilian
population by ethnicity, showing that on the average white
people (Europeans descendants) have more years’ access to
school as compared to black and mulatto people (Afro-
descendants).
Table 2 below presents the rate of entrance at some of
the most prestigious and highly competitive public
universities in Brazil by ethnicity, and is another example of
the way inequality in relation to race operates.
Table 2: Percentage of students’ entrance to Federal and State
universities in Brazil. Adapted from Guimarães (2003a, p.204).
UFRJ UFPR UFMA UFBA Unb USP
Southeast South North Northeast Centre-West Southeast
Rio de Paraná Maranhão Bahia Brasília São Paulo
Janeiro
White
(Euro-descendants) 76.8 86.5 47 50.8 63.7 78.2
Black
(Afro-descendants) 20.3 8.6 42.8 42.6 32.3 8.3
Yellow
(Asian-descendants) 1.6 4.1 5.9 3 2.9 13.0
Native Brazilian
Indian 1.3 0.8 4.3 3.6 1.1 0.5
Total 100 100 100 100 100 100
% of population
who are black 44.63 20.27 73.36 74.95 47.98 27.4
The tables above clearly indicate the inequality that
exists in Brazil concerning Afro-Brazilians as to access to
education. According to Gandin , “The ‘myth of racial
democracy’ that has been reproduced historically in Brazil is
easily destroyed when we add racial analysis” (p.7). The
figures in Tables 1 and 2 are examples of the fact that if we
“add racial analysis” to statistics, it is possible to highlight the
inequality in terms of opportunities between Afro-Brazilian
and Euro-Brazilians descendants in contemporary Brazil.
218 Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007
9. Aparecida de Jesus Ferreira
THE CONTEXT OF THE RESEARCH AND METHODOLOGY
This research took place in a city in southern Brazil,
which I shall call Green City. The city inhabitants are mainly
descendants of immigrants from Germany, Italy and Poland.
It is my contention that this fact is highly significant because
teachers will be referring to these aspects of their own cultural
context. Thus, the cultural context will help to underpin my
analysis.
Green City has 40 state schools (including elementary
and high schools), which employed 107 EFL teachers during
the time that my data research was collected in 2002. A total
of 46 teachers answered my questionnaire and six teachers
among them were my main informants, providing me
interviews. Their names are all fictitious.
Informants
Interview and questionnaire colour/race
Ame white
Barbara white
Carmen black
Daniel black
Elisa black
Fabia white
I also brought the contribution from three teachers who
only answered the questionnaire. I used those three teachers’
responses, because they brought significant contribution.
Those teachers were identified by numbers because they
were not interviewed. Those teachers were:
Informants - questionnaire colour/race
Teacher 29 (questionnaire 29) - male mulatto
Teacher 42 (questionnaire 42) - female mulatto
Teacher 46 (questionnaire 46) - female white
Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007 219
10. What has race/ethnicity got to do with EFL teaching?
In relation to the teachers’ colour/race, I asked them to
identify themselves according to the IBGE classification,
since it is the official system of classification of colour/race in
Brazil. However, I do recognize that there is a conflict when
Brazilian people have to self identify as discussed in the
section above about the complexities of engaging with race,
ethnicity and colour.
I analyzed teachers’ responses using qualitative
methodology. My research was intended to answer the
following question: How do EFL teachers understand and
address issues of cultural plurality as a cross-curricular theme
and race/ethnicity in education?
TEACHERS’ PERCEPTIONS OF CPCCT
One of my main arguments in this study is that, unless
teachers have an adequate understanding of issues specific to
race/ethnicity, issues of CPCCT2 in schools will not be
adequately addressed. Teachers’ perceptions are important
because it is their understanding of the issue that is going to
make it possible to implement the National Curriculum
Parameters (PCN) policy in the schools. In other words, it is
essential that these teachers understand the PCN (and
specifically in this study race/ethnicity) so that they are able
to implement it in the classroom. In this section I will examine
some teachers’ accounts to draw a picture of their perceptions.
These perceptions were categorized in terms of CPCCT and
race/ethnicity in the EFL context.
Perceptions of CPCCT: overview of general responses
EFL teachers’ opinions of the CPCCT seem to be
influenced by what is written in the PCN, a very broad
document that is open to multiple interpretations. Ladson-
2
CPCCT – Cultural Plurality as a Cross Curricular Theme.
220 Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007
11. Aparecida de Jesus Ferreira
Billings & Tate (1995, p.61), introducing Critical Race Theory
(CRT) to the educational field, explain that:
Current practical demonstrations of multicultural
education in schools often reduce it to trivial example and
artefacts of cultures such as eating ethnic or cultural
foods, singing songs or dancing, reading folktales, and
other less than scholarly pursuit of the fundamentally
different conceptions of knowledge or quests for social
justice.
Although Ladson-Billings & Tate’s findings about the
way that teachers interpret multicultural education are taken
from the U.S.A. context, it seems to conform to the description
provided by some of my informants in the Brazilian context.
Most of the discussions in Brazil relating to CPCCT refer to
multicultural education, critical multicultural education,
intercultural education, and critical intercultural education,
and very few include an analysis of anti-racist education. It
seems that all the teachers in my sample believe that CPCCT
is a way of understanding differences solely connected to
habits, culture, music, dance, and the like:
CPCCT is to know about the several ethnic aspects that exist in
the world. (Ame, white teacher, questionnaire)
CPCCT means the various cultures that exist in the world so
that students can have a broad understanding of their own
culture. In English as FL, I taught students the themes of health,
food, values, family values (...) (Ame, interview)
CPCCT is about cultural aspects, a mix of cultures. (Barbara,
white teacher, questionnaire)
My impression of CPCCT is the habits of several countries and
races. (Barbara, interview)
Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007 221
12. What has race/ethnicity got to do with EFL teaching?
This pattern apparently reflects what some researchers
have found in other circumstances. Troyna (1992, p.74)
criticised multicultural education in England because he
found that teachers were teaching students based on “The 3
Ss interpretation of multicultural education (Saris, Samosas
and Steel bands)”. It appears that the aspects identified by
Troyna are replicated in the teachers’ responses in my research
as an indication of the cultural differences between students
and other cultures:
The issue of race/ethnicity is very important, not just in EFL but
in any language, because skin colour is an irrelevant physical
aspect in relation to the valorisation of a human being. (Ame,
questionnaire)
It seems that for some teachers CPCCT is merely a way
of relating the various cultural aspects that exist in Brazil:
CPCCT is interesting […] I don’t remember the name of the
author but someone once said that Brazil is made up of many
‘Brazils’ […]. This issue (race/ethnicity) has to be taught in our
country, particularly because it is such a mixture. Culturally,
we have all races here. I believe that it is the country that has the
greatest mixture in all senses: dance, habits, food, the way we
dress and so on. [...] The issue has to be taught particularly in
Brazil, because we have all races here [...] race/ethnicity is
interesting as an issue because it is possible to teach about the
differences and how to live with the differences. (Elisa, black
teacher, interview)
In expressing her view about Brazilian culture, Elisa
touches on the view that ‘Brazil is made of many Brazils’. She
believes that in Brazil all races can be found, through the
aspects of diversity of food, dance and so on. Elisa recognizes
the need to teach “about the differences and how to live with
the differences”. However, what is not clear in her statement
is how she understands “living with differences”. For example,
222 Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007
13. Aparecida de Jesus Ferreira
should one accept the ‘differences’ or try to make students
more aware of the “differences” in terms of the inequalities
that exist in Brazil in relation to Afro-Brazilian descendants
and Euro-Brazilian descents? Barbara provides another
example:
CPCCT is very interesting because we can say Brazil is the
symbol of cultural plurality I believe that. I mean you have
everything here, you have people of several colours, there are
even ‘black’ Japanese, mixed race Brazilians. (Barbara, white
teacher, interview)
In the above statement, it seems that Barbara is
supporting the ‘myth of racial democracy’ and colour-
blindness. It appears that Barbara cannot understand that
working with CPCCT might also be a way of discussing the
stereotypical view of race/ethnicity in Brazil. Moreover, she
uses the example of two ethnic minorities to exemplify the
ethnic mixture in Brazil (i.e. black and Japanese). In addition,
her use of the word ‘even’ can convey a negative meaning to
what she is saying. In the extract below it seems that teacher
Daniel, who is black, presents an alternative orientation:
In relation to CPCCT, people pretend that it does not exist
(racism), that there is no necessity to speak about it. It is
something that is accepted, people make jokes (about black
people) you have to ignore. People make pejorative comments
and it becomes speculation, but it seems like jokes. So I think that
Brazilian people ‘give that Brazilian way’3 to everything.
(Daniel, black teacher, interview)
Daniel’s view about CPCCT is very different from most
of the teachers above. He does not believe that Brazil is a
symbol of CPCCT. Daniel provides an example of how the
3
Brazilian way (jeitinho Brasileiro): when people break the rules and it
is accepted.
Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007 223
14. What has race/ethnicity got to do with EFL teaching?
‘myth of racial democracy’ and colour-blindness occurs in
reality on a day-to-day basis in Brazilian society. People make
pejorative jokes concerning the colour of black people and it
is implied by society that this should be accepted.
The aspects pointed out by Barbara and Daniel seem to
show, in very different ways, that the aspect of colour-
blindness and ‘the myth of racial democracy’ still operates.
Parker, a critical race theorist, explains that:
Critical race theory exposes the color-blind position to the
light. Through narratives and other historical evidence, it
documents minority student exclusion and the ways some
have had to compromise their race to survive at
predominantly white colleges and universities. (Parker,
1998, p.49)
Parker’s quotation supports Daniel’s comments that
black students in Brazil have to be silent when other students
make pejorative jokes. Teachers’ interpretations of CPCCT
seem to reinforce Ladson-Billings & Tate’s (1995) criticism of
multicultural education. Teachers’ accounts also support one
of my arguments that, if discussions related to race/ethnicity
should occur, the ‘terms’ used need to be explicit. This means
that using CPCCT with the aim to address race/ethnicity
might be wrongly interpreted, as was shown by the teachers’
accounts in this section.
Perceptions of race/ethnicity − the EFL context
In this section I will examine teachers’ perceptions in
relation to race/ethnicity and EFL. An overwhelming majority
of my questionnaire informants (87%) stated that it is
important to discuss the issue of race/ethnicity in the EFL
classroom. Although a majority of teachers acknowledged
the importance of discussing the issue of race/ethnicity in
their lessons, it seems that their orientations were different.
224 Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007
15. Aparecida de Jesus Ferreira
For some teachers, a way of addressing the issue of
race/ethnicity would be to try to connect it to some specific
course content that they had to deliver to students. Ame’s
strategy was to talk about colours as content in the EFL lesson
(red, blue, etc.):
I did not teach the way I would like to about the issue of ‘black
people’. I touched on the issue (race/ethnicity) when I worked on
colours in EFL lessons. It was not a deep discussion where
students could reflect. We had a discussion about several races
and about prejudice. I think it is very important to discuss it.
(Ame, white teacher, interview)
Although she suggested that they did not discuss the
issue deeply, it was a starting point that made her think about
the importance of discussing race/ethnicity in the EFL
classroom. For other teachers, discussing race/ethnicity means
increasing the familiarity with the language:
It is important to discuss the issue of race/ethnicity in EFL
classrooms so that students do not think that English is
just translation, but also information, and awareness
(consciousness raising). (Barbara, white teacher,
questionnaire)
In Barbara’s view, the EFL classroom can be used as an
arena to discuss the issue, relating the subject to students and
making them aware of the issue. Yet, in her comments it also
appears that the idea of EFL as ‘translation’ could be one of
the assumptions in the way her students, and perhaps herself,
understand EFL. For some teachers, the discussion is about
breaking down taboos, and discussing topics that are
considered controversial:
It is important because we work with very diverse students,
where races, habits and beliefs are mixed. It is also important to
smash some taboos relating to race. (Carmen, black teacher,
Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007 225
16. What has race/ethnicity got to do with EFL teaching?
questionnaire)
It is relevant. However, it is a complicated issue if you are
working with a highly controversial issue, which is also hidden
by society. (Daniel, black teacher, questionnaire)
Carmen’s and Daniel’s views conform to Tatum’s
findings:
The first source of resistance, race as a taboo topic, is an
essential obstacle to overcome if class discussion is to
begin at all. Although many students are interested in the
topic, they are often most interested in hearing other
people talk about it, afraid to break the taboo themselves.
(Tatum, 1996, p.325; see also Carrington & Short, 1989,
p.26)
As Carmen and Daniel pointed out, discussing the
issue in class might be a way of breaking taboos and discussing
controversial topics. The taboo and controversial issue that
Carmen and Daniel mentioned might also be related to the
legacy of the ‘myth of racial democracy’ that still exists in
Brazil:
The racial democracy ideology created a taboo identifying
the masking of its antiracist pretence as a reverse racist
attack on antiracism. This phenomenon has an effect of
supreme importance to the maintenance of the status quo:
It robs those excluded of the legitimacy of their protest
against discrimination, placing on their shoulders the
onus of the very racism that operates their exclusion.
(Nascimento, 2004, p.870).
In the following accounts of Elisa and Fabia, they
recognise the need for discussion of the issue, considering it
important for the Brazilian context, and also relating to what
is discussed worldwide:
226 Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007
17. Aparecida de Jesus Ferreira
It is extremely important, above all in our country, where the
majority are black and mulatto, and we don’t acknowledge that.
(Elisa, black teacher, questionnaire)
It is important that we make students aware that this is a
worldwide issue, not just in Brazil. (Fabia, white teacher,
questionnaire)
Although a majority of questionnaire respondents
acknowledged the importance of the discussion, a tiny
minority (three teachers) said that it was not important to
discuss the issue of race/ethnicity in EFL classrooms. Some
of their responses were as follows:
It is not important, because what really matters is the culture of
EFL. (mulatto teacher 29, male, questionnaire)
It is not important, because students are not interested in these
issues. (mulatto teacher 42, female, questionnaire)
It is not important, because the knowledge of EFL that students
have is so precarious. It is better to approach it in another subject.
(white teacher 46, female, questionnaire)
These responses seem to suggest that it is not the
responsibility of EFL teachers to address such issues. The
views of the teachers above might also indicate teachers’ own
fears of dealing with the issue. Teacher 42, for example,
makes assumptions about the way that students might
respond. Teacher 29 seems to be more worried about cultural
aspects related to EFL. Teacher 46 also seems to believe that
the issue should be ‘approached in another subject’ but seems
unable to understand that all subjects have the responsibility
of promoting equality in terms of race/ethnicity. The
responses clearly show the need of addressing the issue of
race/ethnicity in teacher education courses (Cameron, 1992;
Connolly, 1998; Ferreira, 2002; Guimarães, 2003b; Gomes &
Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007 227
18. What has race/ethnicity got to do with EFL teaching?
Silva, 2002; hooks, 1994; Lopez, 2003b; Milner, 2003; Osler &
Starkey, 2000).
FINAL CONSIDERATIONS
I will make and attempt to answer my research question
which is, How do EFL teachers understand and address
issues of cultural plurality as a cross-curricular theme and
race/ethnicity in education? According to my findings, the
responses provided by teachers show that teachers’ own
orientations to CPCCT varies. However, there are some
factors that influence their perceptions. One factor is in
relation to CPCCT, and is associated with learning about the
cultural aspects of the ‘other’ related to EFL, the celebration
of ‘diversity’ in Brazil, rather than challenging and
deconstructing the racism that exists in Brazilian society.
Teachers’ perceptions also seem to relate to the Brazilian
historical context. By this I mean the construction of the ‘myth
of racial democracy’ and the fact that colour-blindness is very
clear in some teachers’ voices.
In relation to race/ethnicity, teachers’ perceptions seem
to reflect two important points of view. First, it seems that
teachers’ worries in terms of the issue of race/ethnicity in
relation of EFL were about discussing the specific content of
EFL lessons, for example colours as content, but not the issue
of race/ethnicity as a planned theme to be discussed and
included in the EFL classes. Second, it was also evident that
teachers were worried about discussing an issue that many of
them considered to be a “taboo”, or “controversial” issue. My
findings seem to reinforce my argument that teachers’
understanding of CPCCT might be a factor that affects their
understanding of race/ethnicity.
228 Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007
19. Aparecida de Jesus Ferreira
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[Recebido em dezembro de 2005
e aceito para publicação em maio de 2006]
Título: O que raça/etnia tem a ver com o ensino de inglês como língua estrangeira?
Resumo: Este artigo examina a forma que alguns professores de EFL (Inglês como
língua estrangeira) em uma cidade da região Sul do Brasil entendem e consideram
o tema pluralidade cultural como um tema transversal e o assunto acerca de raça/
etnia. Pluralidade cultural é um assunto importante porque o Brasil é uma
sociedade diversa com uma tradição do mito da democracia racial. Neste artigo,
minha argumentação principal é que a menos que os professores tenham uma
compreensão adequada de assuntos relacionados à raça/etnia, assuntos relacionados
à pluralidade cultural serão implementados inadequadamente nas escolas. Este
artigo tem como base uma abordagem qualitativa de pesquisa. De acordo com os
meus resultados a orientação dos professores com relação à pluralidade cultural tem
uma tendência a estar associada com a celebração da diversidade no Brasil, do que
desafiar e desconstruir o racismo existente na sociedade brasileira.
Palavras-chave: raça/etnia; ensino de língua inglesa; pluralidade cultura; teoria
racial crítica.
Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007 233
24. What has race/ethnicity got to do with EFL teaching?
234 Linguagem & Ensino,v.10,n.1,p.211-233,jan./jun.2007