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ERIC Number: EJ793786
Record Type: Journal
Publication Date: 2006
Pages: 16
Abstractor: Author
Reference Count: 36
ISSN: ISSN-0890-6459
Teacher Educators' Narratives in a Multicultural Society: A Critical Discourse Analysis and Cultural Identity
Ezer, Hanna
Teacher Education and Practice, v19 n2 p229-244 Spr 2006
This study explores narratives of female teacher educators in Israel--Israeli-born Jews and Jewish immigrants--within the framework of critical discourse analysis. The oral narratives were obtained through personal in-depth interviews with six female teacher educators who work at two teacher education colleges in Israel. The findings reveal that the discourse of the Israeli-born educators is one of domination and power. Their language is self-centered, and their approach to others is top down. It is a "language of domination" that portrays them as "benefactors" of others. However, the discourse of the Jewish immigrant educators is a discourse of equality characterized by an "egalitarian language" in which the individual moves back and forth, starting from within the self and then reaching out to "others" and to society and then back again. In their language, they portray themselves as "protectors" of their group members. They position themselves as being driven by others in society or by social events and phenomena or as being encompassed by society. Critical discourse analysis of the narratives of these educators can shed light not only on their language but also on their different social groups and their cultural identity as reflected through their use of language. (Contains 2 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel