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ERIC Number: ED465273
Record Type: Non-Journal
Publication Date: 2001-Oct
Pages: 15
Abstractor: N/A
Reference Count: N/A
A Critical Theory to Teaching English to Speakers of Other Languages (TESOL): The Promising Focus for Indigenous Perspectives.
Manu'atu, Linita; Kepa, Mere
This paper presents various issues surrounding the education of immigrant students from the tropical islands north of Aotearoa-New Zealand, particularly the Kingdom of Tonga. It argues that technocratic approaches to practice in an urban, English-speaking, coeducational secondary school requires transformation into much more inclusive programs that consider historical, social, economic, and political contexts if students are to actively understand and be involved in their education, school, and society. The paper stresses the importance of valuing students' language and culture by focusing on the partnership between a "discourse of technocratic pedagogy" and indigenous ways of thinking about the world (that is, learning and teaching as a partnership in which the teacher and students are critically aware and proud of their language, beliefs, traditions, values, and priorities, thus creating a richer pedagogical context). The perspective is that critical awareness is part of a process by which they can come to understand more deeply possible connections between technocratic pedagogy and political, social, and economic forces and how their own culture can be accented or marginalized by the mass media, economic institutions, and educational institutions within the dominant New Zealand European/Palangi society. (Contains 17 references.) (SM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand; Tonga