TABLE OF CONTENTS
LIST OF FIGURES *
LIST OF ACRONYMS AND ABBREVIATIONS *
ACKNOWLEDGEMENTS *
PREFACE *
References *
Chapter 1 - Introduction *
1.1 Setting the scene: Australia, the monolingual Babel *
1.2 Methodological Considerations *
1.2.1 Methodological framework: Critical qualitative inquiry *
1.2.2 Participants - a.k.a. our peers and our(multiple)selves *
1.2.3 Pen portraits *
1.2.4 (Re)framing of semi-structured interviews *
1.2.5 Narrative Inquiry *
1.3 Engagement with the data through narrative knowledging *
1.4 Delimiting emerging knowledg-ing (in lieu of limitations) *
1.5 Overview of the book *
References *
Chapter 2 - Silent voices and unseized spaces *
2.1 Introduction *
2.2 Mise en scène: Setting the stage, casting the actors *
2.2.1 Language and culture education *
2.2.2 Language Teaching Theorists (LTTs) *
2.2.3 Language Teachers (LTs) - The practitioners *
2.2.4 ULTRs: Silent voices and unseized spaces *
2.3 Do LTTs, LTs and ULTRs relate and if so, how? *
2.3.1 LTTs and LTs *
2.3.2 ULTRs and LTTs *
2.3.3 ULTRs and LTs *
2.4 ULTRs in the Australian higher education context *
2.5 Concluding remarks *
References *
Chapter 3 - ULTRs' professional identity and agency *
3.1 Introduction: Theoretical framings and orientations *
3.2 Moving beyond 'identity' towards 'identity work' *
3.2.1 A political approach to LTI as an analytical framework *
3.2.2 The substance of LTI in ULTRs *
3.2.3 The authority sources of ULTRs *
3.2.4 The self-practices of ULTRs *
3.2.5 The telos of ULTRs *
3.3 Agency *
3.4.1 Entanglement between identity and agency *
3.4.2 Individual agency and structure *
Conclusion *
References *
Chapter 4 - Goals, Politics and Ethics for tertiary LCE *
4.1 Introduction *
4.2 Rationale for increasing the politicisation and ethicalisation of tertiary LCE practice *
4.3 Tracing the goals, politics and ethics (GPE) nexus in tertiary LCE literature *
4.3.1 New ways of approaching language teaching *
4.3.2 New ways of approaching the teaching of culture *
4.4 Insights from Australian ULTRs on goals, politics and ethics (GPE) in tertiary LCE. *
4.4.1 - Q13: 'What in your view should be the goals and aims of language and culture teaching at tertiary level in Australia?' *
Finding 1: A big and hard question *
Finding 2: Political and ethical dimensions *
Finding 3: Language, communication, some culture *
Finding 4: Teaching culture matters *
Finding 5: Critical thinking *
4.4.2 - Q23: 'Do you see your role as a language(-culture) teacher/researcher as having: a political dimension and an ethical dimension?' *
Finding one: positively political and ethical dimension with nuances *
Finding two: the political dimension of LCE, unavoidable but challenging. *
Finding three: ethics in the act of teaching and as obligation *
4.4.3 Q16, 17 & 18: 'Are you familiar with the concept of, and the literature on Intercultural Language Teaching? What does it mean to you? Can you name authors that have influenced your practice?' *
4.5 Conclusion *
References *
Chapter 5 - Towards critical, intercultural and activist tertiary LCE *
5.1 Introduction *
5.2 ULTRs' voices on culture and teaching practice *
5.2.1 Gaps between ideals and practice: lack of time, overcrowded classes & textbooks *
5.2.2 Definitions of culture and teaching culture *
5.3 Critical cultural knowledge as student empowerment *
5.4 Dissatisfaction and/or illegitimacy regarding culture teaching and cultural knowledge. *
5.5 Towards a critical, intercultural and activist tertiary LCE curricula and pedagogy *
References *
Chapter 6 - Conclusion *
6.1 Introduction *
6.2 Emerging knowledg-ing *
6.2.1 'Glocalising' LCE: challenges for ULTRs *
6.2.2 Schizophrenic tensions between discourses and roles *
6.2.3 Political and ethical engagement as choice and responsibility for ULTRs *
6.3 Conclusion *
References *
AFTERWORD *
APPENDIX 1 - PARTICIPANTS *
APPENDIX 2 - Interview Protocol *
