Level 5 Diploma for Teachers of English/ESOL Standard English and Power
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Level 5 Diploma for Teachers of English/ESOL
Standard English and Power
John Keenan - [email protected]
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crash
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Educating Rita
Received pronunciation
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Fawlty towers
accent
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Pedagogy for English
•Standard English is a dialect – privileged one•Other dialects are just as valid•It changes over time•It contains ideology
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Class
Region
Ethnicity
Gender
Identity-groups help determine education success
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Class and Gender
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Around 50% of low achievers are white British males
Boys are 30% more likely to be low achievers as girls
http://www.jrf.org.uk/knowledge/findings/socialpolicy/2095.asp
Gender
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http://www.poverty.org.uk/15/index.shtml?2
Ethnicity
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Some say life is like a game and it is - some start on 1 and others on six and some have to throw a six before they start and they’ve lost alreadyThe rich get richer and the poor get children
Society is not fair
Game, my ass. Some game. If you get on the side where all the hot-shots are, then it's a game, all right - I'll admit that. But if you get on the other side, where there aren't any hot-shots, then what's a game about it? Nothing. No game.
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Timothy Winters
The Choosing
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Ideology
Discourse
Labelling
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Ideology?
Norms and values
Contained in a culture (trapped in time and space)
a way of seeing ‘reality’
Gives power to some and takes from others.
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Language Contains Ideology
Roland Barthes
Myth
Mythology (1972)
‘the unnatural made natural’
labels ‘reality’
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What is ‘normal’
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What is ‘normal’
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What is ‘normal’
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What is ‘normal’
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What is ‘normal’
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What is ‘normal’
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What is ‘normal’
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‘Ideology is how the existing ensemble of social relations represents itself to individuals; it is the image a society gives of itself in order to perpetuate itself. These representations serve to constrain us … they establish fixed places for us to occupy’
Bill Nichols Ideology and the Image (1981) Indiana University Press p.1
‘Ideology operates as a constraint, limiting us to certain places or positions’
Nichols p.1
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The rich man in his castle, The poor man at his gate, God made them, high or lowly, And ordered their estate
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Ideology is in stories
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The prince is a figment of our boring legend, he is the gravity her sleep-ship may escape from. Dressed in a red shift, she’s always a world ahead of his weight
Dorman, 1978: 55
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Texts are not transparent objects; they are highly coercive linguistic strategies, positioning readers in particular ways which have nothing to do with encouraging individuality and everything to do with reproducing a particular social formation’
Cranny Francis, 1993: p.98
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We are ‘adorned in dreams’
Elizabeth Wilson
Ideology and Dress Expectation
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LOVE/SEX DANGER
HOTSTOP
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blue
powerful
freedom
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pink
soft
red - love
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Ideology is expressed in language
Gender activity : crash
Gender activity: jobs
Dale Spender
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Discourse
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Michel Foucault
Discourse
THE POSITIONS TO WHICH WE ARE SUMMONED
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genderethnicity
classage group
The discourse is always chosen - played with…
BUT
...if we refuse the expected discourse we will be outside of society
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Teen Discourse Challenge
Place these into a sentence:
Cotch
Dope
Munch
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Teens of Yesterday Discourse
What can be learnt from Jackie about the female teen of the 70s?
Words
Clothes
Hair
Attitude
Body language
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Why Does Jeezy?
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Foucault and Discourse
2 blokes in a pub discourse
Camp discourse
Girls’ night-out discourse
Teenage girls’ discourse
Footballer’s discourse
Police discourse
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EG
BORN MALE
AGE-25-35
WORKING CLASS
NORTHERN
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John Smiths
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interpellationLouis Althusser
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Stereotyping
‘A stereotype is the product of social construction, growing from group relations; an individual is assigned to a group and the supposed attributes of that group are applied to that individual’
Stuart Price, The Complete Media and Communication Handbook, 1997, London: Hodder and Stoughton, p.219
We stereotype ourselves by acting in discourses
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One is not born a woman but rather becomes oneSimone de Beauvoir
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‘Guys have been cheated by this society…the fact that men are supposed to be stiff…they have to show their armoured self to the world all the time. Having to do that hurts them as much as it hurts everyone else’Susan Faludi, 1999, Stiffed: The Betrayal of the Modern Man, London: Chatto and Windus, cited in Gauntlett, 2002, Media Gender and Identity, London: Routledge, p.4
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Who is ‘black’?
Ideology and Labelling
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EVILDEATH
TROUBLE BAD
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I waz whitemailedBy a white witch,Wid white magicAn white lies,Branded a white sheepI slaved as a whitesmithNear a white spotWhere I suffered whitewater fever.Whitelisted as a whitelegI waz in de white bookAs a master of white art,It waz like white death.
People called me white jackSome hailed me as a white wog,So I joined de white watchTrained as a white guardLived off the white economy.Caught and beaten by de whiteshirtsI waz condemned to a white mass,Don’t worry,I shall be writing to de Black House.
— Benjamin Zephaniah (1958 - )
Labelling in Education
What can we do?
Ideology and Labelling
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A soul as black as coal
Labelling in EducationIdeology and Labelling
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Demystifying Myths 1
roast beef & Yorkshire pudding = British
Afghanistan
ItalyYorkshire
Mainland Europe
Americas
Solutions
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Demystifying Myths 2
a cup of tea = English
Solutions
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Demystifying Myths 3: blondes are dumb
Solutions
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•Awareness (demystification) can change and this changes the power-base
•No privileged discourses - ‘pluricultural’
•Move from teacher-awareness to student awareness of the issue:
http://www.ricw.ri.gov/publications/GEH/college.htm
Solutions
100% English