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Level 5 Diploma for Teachers of English/ESOL Standard English and Power

Level 5 Diploma for Teachers of English/ESOL Standard English and Power John Keenan - j.keenan@worc.ac.uk. crash. Educating Rita. Received pronunciation. Fawlty towers. accent. Pedagogy for English Standard English is a dialect – privileged one Other dialects are just as valid

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Level 5 Diploma for Teachers of English/ESOL Standard English and Power

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  1. Level 5 Diploma for Teachers of English/ESOL Standard English and Power John Keenan - j.keenan@worc.ac.uk

  2. crash

  3. Educating Rita Received pronunciation

  4. Fawlty towers accent

  5. Pedagogy for English • Standard English is a dialect – privileged one • Other dialects are just as valid • It changes over time • It contains ideology

  6. Class Region Ethnicity Gender Identity-groups help determine education success

  7. Class and Gender

  8. Gender 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

  9. Ethnicity http://www.poverty.org.uk/15/index.shtml?2

  10. Society is not fair 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 already 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. The rich get richer and the poor get children

  11. Timothy Winters The Choosing

  12. Ideology Discourse Labelling

  13. 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.

  14. Language Contains Ideology Roland Barthes Myth Mythology (1972) ‘the unnatural made natural’ labels ‘reality’

  15. What is ‘normal’

  16. What is ‘normal’

  17. What is ‘normal’

  18. What is ‘normal’

  19. What is ‘normal’

  20. What is ‘normal’

  21. What is ‘normal’

  22. ‘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

  23. The rich man in his castle, • The poor man at his gate, • God made them, high or lowly, • And ordered their estate

  24. Ideology is in stories

  25. 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

  26. 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

  27. Ideology and Dress Expectation We are ‘adorned in dreams’ Elizabeth Wilson

  28. LOVE/SEX DANGER STOP HOT

  29. blue freedom powerful

  30. pink red - love soft

  31. Ideology is expressed in language Gender activity : crash Gender activity: jobs Dale Spender

  32. Discourse

  33. Michel Foucault Discourse THE POSITIONS TO WHICH WE ARE SUMMONED

  34. The discourse is always chosen - played with… BUT ...if we refuse the expected discourse we will be outside of society class age group ethnicity gender

  35. Teen Discourse Challenge Place these into a sentence: Cotch Dope Munch

  36. Teens of Yesterday Discourse What can be learnt from Jackie about the female teen of the 70s? Words Clothes Hair Attitude Body language

  37. Why Does Jeezy?

  38. Foucault and Discourse 2 blokes in a pub discourse Camp discourse Girls’ night-out discourse Teenage girls’ discourse Footballer’s discourse Police discourse

  39. EG BORN MALE AGE-25-35 WORKING CLASS NORTHERN

  40. John Smiths

  41. Louis Althusser interpellation

  42. 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

  43. ‘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

  44. Ideology and Labelling Who is ‘black’?

  45. EVIL DEATH BAD TROUBLE

  46. Labelling in Education Ideology and Labelling 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 - ) What can we do?

  47. Labelling in Education Ideology and Labelling A soul as black as coal

  48. Solutions Demystifying Myths 1 roast beef & Yorkshire pudding = British Americas Afghanistan Mainland Europe Italy Yorkshire

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