By D. Rivers

This quantity stands as an illustration of resistance to 'the recognized' (i.e. the tyranny of the anticipated) via person and collective counter-conduct in the area of language schooling. Supported by means of info drawn from quite a few neighborhood and nationwide contexts, the pro reviews of the authors demonstrate how the pedagogies, practices, and rules of 'the establishment' frequently mirror an relevant to supply a model of language schooling disinterested with the ideological and political foundations of its personal imposition. whereas being forthright in its quest to withstand and deconstruct sure 'knowns', the first sentiment underpinning this quantity doesn't withhold the hand of reconciliation, game and reconstruction. As a undertaking of wish, this quantity reminds all language educators that our function is multifaceted, continuous and solid in carrier no longer of our detailed curiosity teams, our institutional paymasters, or ourselves, yet quite of the person scholars who belief that our professionalism will aid them in a self-authoring an empowering academic event with out compromising their integrity as human beings.

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This Phiona Stanley 31 certainly explains the poor correlation, noted in the introduction, between those who excel on CELTA and those who succeed in the industry. Imagining Australian authenticities The remainder of this chapter deviates slightly from the time-honoured research-paper genre structure of ‘findings’ followed by ‘results’. Instead, I present and discuss the data according to themes emerging from the data itself. Themes emerging from the data, and highly relevant to understanding both the ‘known’ in this context and resistance to it, include: students’ imagined Australian ‘authenticities’, the pressure that schools and teachers perceive to perform such imagined authenticities back to students, and instances of resistance, where teachers and others attempt to problematize, pluralize and resist imagined ‘authenticities’ with a view to recognizing and representing Australian diversity and enhancing students’ intercultural competence.

So I think that those sort of human attributes, the affective factors, are probably out there [important] for a lot of students. They’re here for a short time and they want to feel that somebody is caring and somebody is interested in them. ( Jason, Director of Studies, university language centre, State Capital, 2012) 38 Resistance to the Known We started instituting these leaving surveys [and we improved our student satisfaction rate] … So I’m really happy about that, but in a way, part of me died in the process.

Nice people, they’re all friendly. Like everybody’s really relaxed all the time. Yes … People are really relaxed I think. Compared to cities in Europe … Yes. Everything’s really relaxed here. In Europe everybody’s stressed all the time. (Students, ‘focus group’, chain language centre, Regional City, 2012) These views were typical of the students’ pre-arrival constructions, a view that one director of studies attributes to Australian tourism destination marketing: The [Tourism Australia] advertising campaign, which is the selling of Australia overseas, is full of the blonde, blue eyed, bronzed people 32 Resistance to the Known who are on surf boards with big smiles.

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