Titlebook: Resistance to the Known; Counter-Conduct in L Damian J. Rivers (Associate Professor) Book 2015 Palgrave Macmillan, a division of Macmillan

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A Greek Tragedy: Understanding and Challenging ‘the Known’ from a Complexity Perspectivetwo ways. Looking into FLE in Greece, the chapter aims to bring under scrutiny pedagogical practices that are taken for granted among local educators and learners. Alongside this substantive aim, I draw on complexity theory with a view to offering an alternative way of thinking about FLE and moving

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Entirety

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On the Challenge of Teaching English in Latin America with Special Emphasis on Brazilstic globetrotter, he was on one of his habitual exploratory ‘expeditions’, this time to Nicaragua. It was some time in the mid-1980s. His flight had been delayed due to bad weather and the plane finally managed to land in Managua some time after midnight, by which time the airport at the destinatio

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Dialogizing ‘the Known’: Experience of English Teaching in Japan through an Assay of Derivatives as ses teacher in a Japanese higher education institution. Beginning with a short preamble about financial derivatives, much maligned since the catastrophic fall of a well-known Wall Street giant in 2008, I will proceed to discuss my experiences of the workings of language, ideology and power relations

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The Impossibility of Defining and Measuring Intercultural Competenciesr perspectives might easily lead to ethnocentrism, stereotyping and prejudice. Fostering ‘intercultural competencies’ that reduce ethnocentric attitudes, such as the ability to reflect upon taken-for-granted assumptions and the willingness to acknowledge difference, are therefore important aims with

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Transcending Language Subject Boundaries through Language Teacher Educationere English is the predominant language and the language used to teach most of the school curriculum, modern foreign languages and English (L1) are perceived as very separate subject areas, with their own curriculum, subject culture and pedagogical practices. This chapter explores and questions the

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English-as-Panacea: Untangling Ideology from Experience in Compulsory English Education in Japantype of ideological machinery that frames their debates and shapes their notions of objectivity. Among other components, this machinery consists of the discourses of English-as-panacea and Japanese uniqueness, institutionalized standards of professional practice, and applied linguistics theory which

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Bridle