Gligorova, Bela (2011) Pedagogies of the Home and International Schools: New Models for (Inter) Cultural Education? In: 1st International Conference on Foreign Language Teaching and Applied Linguistics (FLTAL’11), 5-7 May 2011, Sarajevo.
FLTAL 2011 Proceedıngs Book_1_p239-p243.pdf
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As an educator at an international school located in a pre-dominantly Balkan cultural milieu, I see myself crossing several contact zones (sometimes more than one, simultaneously). While there is a dangerous sense of enjoyment that comes with this sort of ‗cultural ventriloquism‘, on the behalf of said practitioner, I cannot but help and wonder about its long-term effects. Exacted through the medium of the English language, students are encouraged to live out in what seems like a cultural safe-haven: as they are continuously reminded of dominant social paradigms (gender, race and ethnicity, sexuality, religion, to name a few) and their operational value within ‗an imagined international community‘, the cultural identity of their discourse becomes foreign, un-Balkan, yet also un-English (perhaps a quiet cosmopolitan? a delocalized ‗other‘?). They seem to remain dwellers of a cushioned ‗non-place‘, a cultural contact zone within a larger contact area, for the duration of their studies, and even beyond.
|Item Type:||Conference or Workshop Item (Paper)|
|Uncontrolled Keywords:||contact zone, cultural ventriloquism, non-places, heterotopias, quiet cosmopolitan, transnational denizenship, pedagogies of the home|
|Subjects:||P Language and Literature > P Philology. Linguistics|
|Depositing User:||Users 3 not found.|
|Date Deposited:||08 Feb 2012 08:52|
|Last Modified:||02 Mar 2012 13:41|
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