Do we make a difference? Gender and English language teaching in international development

Appleby, RJ

Do we make a difference? Gender and English language teaching in international development

Appleby, RJ

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Publisher:: Cambridge Scholars Publishing
Publication Type:: Chapter
Citation:: Making a Difference: Challenges in Applied Linguistics, 2009, 1, pp. 83 - 96
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Appleby, RJ https://orcid.org/0000-0003-4491-347X	en_US
dc.contributor.editor	Chen, H	en_US
dc.contributor.editor	Cruickshank, K	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Making a Difference: Challenges in Applied Linguistics, 2009, 1, pp. 83 - 96	en_US
dc.identifier.isbn	978-1-4438-0034-1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/7950
dc.description.abstract	In recent years, gender has become an 'overarching principle' of Australia's overseas development aid program (AusAID 2007a, 4) and yet there has been little critical exploration of how this principle is realised in the practices of English language teachers working in international development. Focusing on the intersection of these three fields, language, gender and development, this chapter considers some of the ways in which teachers address issues of gender in a context that is not widely discussed in applied linguistics literature, but exemplifies key issues of concern for language and feminist pedagogies in the postcolonial `contact zone' (Pratt 1992). The chapter represents part of a larger research study (Appleby 2005) that sought to extend understandings of how English language teaching (ELT) fits into the world of international development, and how English language teaching in development is experienced through gender and race.	en_US
dc.publisher	Cambridge Scholars Publishing	en_US
dc.relation.ispartof	Making a Difference: Challenges in Applied Linguistics	en_US
dc.title	Do we make a difference? Gender and English language teaching in international development	en_US
dc.type	Chapter
utslib.location	Newcastle Upon Tyne	en_US
utslib.for	2004 Linguistics	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Newcastle Upon Tyne	en_US

Abstract:

In recent years, gender has become an 'overarching principle' of Australia's overseas development aid program (AusAID 2007a, 4) and yet there has been little critical exploration of how this principle is realised in the practices of English language teachers working in international development. Focusing on the intersection of these three fields, language, gender and development, this chapter considers some of the ways in which teachers address issues of gender in a context that is not widely discussed in applied linguistics literature, but exemplifies key issues of concern for language and feminist pedagogies in the postcolonial `contact zone' (Pratt 1992). The chapter represents part of a larger research study (Appleby 2005) that sought to extend understandings of how English language teaching (ELT) fits into the world of international development, and how English language teaching in development is experienced through gender and race.

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http://hdl.handle.net/10453/7950