자료유형  

 학위논문

Control Number  

0017164187

International Standard Book Number  

9798383572085

Dewey Decimal Classification Number  

420

Main Entry-Personal Name  

Shepherd, Alison Victoria.

Publication, Distribution, etc. (Imprint  

[S.l.] : The University of Wisconsin - Madison., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

320 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

General Note  

Advisor: Rodriguez-Gomez, Diana.

Dissertation Note  

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.

Summary, Etc.  

요약Community-based English for Speakers of Other Languages (CBESOL) is often underfunded and undervalued, despite filling a gap in educational provision following government funding cuts to formal ESOL for people seeking sanctuary in the UK. Such cuts are just one facet of the "hostile environment" policies the UK government have put in place since 2012 to deter migrants from coming to, or staying in, the UK. This dissertation examines the power of community-based educational spaces to resist the hostile environment through a 15-month ethnographic case study of a refugee-led community center (RCC) providing adult ESOL.Findings indicate that the community centre was not only a safe space for migrants in a hostile political environment, but that it formed a space in which homemaking practices were negotiated daily for people from various national, ethnic, and religious backgrounds. Educators' views on such CBES and their approaches to teaching and learning showed that teachers held critical perspectives on the "refugee crisis" and state response. However, these beliefs did not always align with teaching practices due a lack of knowledge about how to translate them into pedagogies. Moreover, through critical teacher research, I present a case study of a Content and Language Integration Learning (CLIL) participatory research course in which I centre my own classroom teaching. Students and I explored language, migration, and integration in today's superdiverse British cities, highlighting how community-based language classrooms have the potential to be spaces of critical thinking and collaborative learning that disrupt deficit-based narratives around immigration and diversity.Understanding that educators' pedagogical and curricular choices do not occur in a vacuum is vital to ensure that 'apolitical' or 'ahistorical' language education does not unintentionally reproduce the hostility critical education seeks to disrupt. Therefore, drawing on pedagogies of care and solidarity, and the concept of critical cosmopolitanism, I argue that participatory approaches to ESOL and research with adults seeking sanctuary offer possibilities for mutual learning that can challenge traditional narratives around ESOL and integration.

Subject Added Entry-Topical Term  

English as a second language.

Subject Added Entry-Topical Term  

Education policy.

Subject Added Entry-Topical Term  

Foreign language instruction.

Index Term-Uncontrolled  

Adult education

Index Term-Uncontrolled  

Pedagogy

Index Term-Uncontrolled  

Refugee education

Index Term-Uncontrolled  

Sanctuary

Index Term-Uncontrolled  

Solidarity

Index Term-Uncontrolled  

Refugee-led community center

Added Entry-Corporate Name  

The University of Wisconsin - Madison Educational Policy Studies

Host Item Entry  

Dissertations Abstracts International. 86-01A.

Electronic Location and Access  

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Control Number  

joongbu:658597